using myprogress in workplace based assessment, small group teaching and peer assessment
TRANSCRIPT
School of Medicine Technology Enhanced Learning University of Leeds
Using MyProgress in Workplace Based Assessment, Small Group teaching and Peer Assessment.
Gareth FrithTechnology Enhanced Learning Manager, School of [email protected] 2015
Innovation in portfolio and mobile learning for Medical undergraduates
Leeds Institute of Medical EducationUniversity of Leeds
Supporting medical education with technologyChallenges for students and staff
Students spend a large amount of time off campus in clinical practice
Students need access to systems from clinical practice e.g. VLE / timetable
Students need to get good and immediate assessment and feedback
Opportunities for student to be assessed and follow patient cases
Opportunities for students to observe specific conditions
Students need to rehearse responses - e.g. for OSCE or real situations
Students learn in different individual ways
Undergraduate Medicine in Leeds - MBChBFive or six year course - 260 students per yearNew Curriculum launched in 2010IDEALS and RESS - developing skills to be leadersStudents are learning in hospitals, clinics and the communityWork based practice crucial to successNew clinical placements:• Year 1 & 2 – Primary & Secondary Care• Year 3 – Elderly Medicine & Special Senses (2012)• Year 4 – Acute & Critical Care; Cancer & long term care• Year 5 – Assistantships and transitions to practice
Mobile Learning supports learning and assessment
Small Group Teaching
IDEALS and RESSIDEALS (innovation, development, enterprise, leadership and safety)RESS (research, evaluation and special studies)
IDEALS and RESS• Professional and research aspects of a medical career
• Taught as small groups for 12 to 15 students per group
• longitudinal over 3 years
• Portfolio is a key elements of teaching
• Exercises set through the portfolio
• Tutor gives feedback through portfolio
Peer Feedback
• Passport for progression at end of each term
• Peer feedback functionality
• Blind feedback within group
Why Mobile MBChB?
Where are our students coming from (educationally, technologically, culturally)?
What might they look like (and be doing as doctors in 2015-2020?)
What are doctors using mobile for at present?
• Apps• iPads• Hard wired
Why Mobile Learning?
Helping Students become better doctors
Support of MBChB Students in practice
Near patient experience
Access to medical information
Assessments undertaken with practice professionals
Reflection, evidence and assessment outcomes recorded and sent to an e-portfolio
Mobile Learning Delivery
Provide access to published medical content from practice
Provide a number of assessments that can be completed as self assessment or with practice professional
Provide a method of recording assessment outcomes and publishing them through the e-portfolio for CPD and Lifelong Learning
Solution
Each Year 4 and Year 5 medical student is loaned an iPhone 5 which they can use as their device (260 each year)
Medical Content such as the Oxford Handbooks (standard Medical texts) and the BNF (prescribing manual).
Applications for assessment of students
O2 3G Network with unlimited broadband and voice and txt
Dr Companion
BNFOxford Handbook titlesDelivered by Medhand
Other apps
RRAPIDOSCE ToolkitInstant ECGMedscape
Medical Content
Reflection Tools
Reflection and recording of evidence through progress file.
Publishing to e-portfolio (private and public)
either Assessment for Learning (formative) or Assessment for Progression (summative)
Delivered by MyKnowledgeMap
Assessment Tools
Based on the ALPS assessment suite of inter-professional assessments
Others which prepare for postgraduate medicine such as:
miniCEX - mini Clinical examination
Work Place Based Assessment
10,655
Number of items of formative feedback recorded by students from clinical and healthcare professionals in academic year 2013 / 2014
10,655276 year 5 students completed 3514 MiniCEX assessments
269 Year 4 students completed 7141 Workplace Based Assessments
The e-portfolio - The progress file
Space for reflection
Space for recording evidence
Space for publishing assessment outcomes
preparing for Life Long Learning
developing skills for CPD
key tool for Mobile learning
Mapping to Tomorrows Doctors
GP Clinical TeacherMiniCEX
“I think we always did give feedback, but actually this just formalises it and makes you do it really, and makes the student really ask for specific feedback, so I think that’s really good, and it makes it timely because you are doing it you know at the end of, shortly after seeing the patient (GP clinical teacher)
F2 doctor - non Leeds Graduate“And I also think from a foundation point of view for the future portfolio, well the portfolio I do at the moment, the more exposure you get earlier on as a student, it makes it easier for you to understand what an e-portfolio is, and makes your own portfolio better. Because when I started my foundation year we hadn’t done any electronic evidence, it was quite an adjustment to make.” (F2 Doctor – non-Leeds graduate)
E-Portfolio
“And I also think from a foundation point of view for the future portfolio, well the portfolio I do at the moment, the more exposure you get earlier on as a student, it makes it easier for you to understand what an e-portfolio is, and makes your own portfolio better. Because when I started my foundation year we hadn’t done any electronic evidence, it was quite an adjustment to make.” (F2 Doctor – non-Leeds graduate)
F2 Doctor - Graduated 2011“And I also think from a foundation point of view for the future portfolio, well the portfolio I do at the moment, the more exposure you get earlier on as a student, it makes it easier for you to understand what an e-portfolio is, and makes your own portfolio better. Because when I started my foundation year we hadn’t done any electronic evidence, it was quite an adjustment to make.” (F2 Doctor – non-Leeds graduate)
Mobile Learning
“It’s definitely changed the way that I use my mobile now and use technology now to learn, to have like ongoing learning whilst working, and I think sort of that the resources are endless which is what I quite like, and there are still things that are out there which I know would help me in my career that I haven’t found yet or downloaded yet, so it’s quite good to know that I have this sort of endless resource out there to use.”
What did the students think?On Dr Companion:
It’s like learning to drive, you wonder how you coped before you could drive. I mean I’ve been onto placement and I remember specifically a day when I forgot my phone, and I felt like I was without an arm, not because I couldn’t text but because I didn’t have my Dr Companion app or something that I could just pick up. You forget how reliant actually you do become on them.
Year 5 student
Success - Programme View
Programme
• Enhancing our assessment for learning + profiling• Encouraging open book / ‘look up, practice and record’• Which clinical staff are assessing – and what is feedback
like?
Students & Unexpected developments
• Value of near patient encounters and feedback/supervision• Breaking down barriers with others• Remote usage - revision and preparation
Success - Clinical viewEnhancing clinical practice learning (cf. postgrad)
• More engaged students • ‘Upping the stakes’ of a clinical encounter• Value of seeing positive feedback loops
Opportunistic
• Students increasing self select – ‘Can I do’• Better use of everyday material
Resources
• We use them as much as the students!