Developing an Educational Portfolio PDF

Developing an Educational Portfolio Tarik Al-Diery Lecturer – College of Pharmacy TD_AY24 1 Learning Objectives To describe what an educational portfolio is To explain the benefits of self-reflection using educational portfoli...

Developing an Educational Portfolio Tarik Al-Diery Lecturer – College of Pharmacy TD_AY24 1 Learning Objectives To describe what an educational portfolio is To explain the benefits of self-reflection using educational portfolios To describe how to construct a learning portfolio To describe how to self-reflect within a learning portfolio To compare between descriptive and reflective writing TD_AY24 2 Definition of portfolio “A collection of student work which provides evidence of the achievement of knowledge, skills, attitudes, understanding and professional growth through a process of self-reflection over a period of time” - gl (Davis and Ponnamperuma, 2005) TD_AY24 3 What does a portfolio contain? “An educational portfolio might contain data on outcomes, process, or volume, collected through clinical, educational and practice record audit, diaries, or assessments” (Dent and Harden, 2013). TD_AY24 4  Why should we write portfolios? How is a reflective portfolio different from other academic writing? Allows for opportunity to express perspectives, views, goals, ambitions, as well as strengths and weaknesses. Promotes Sal the reflective process of evaluating our lij triumphs and our adversities, and how we can - - move forward. ji Engages us in critical-thinking and becoming - more confident in recognising our own learning- needs. TD_AY24 5 What is the purpose of a portfolio? Opportunity to express your Show evidence of your Demonstrate a reflective inner thoughts that are achievements record of growth difficult to tell others Recognize the changes in Display samples of your best Reflect on your own learning your way of thinking, work and activities journey attitudes and learning approaches. Reflect on the development of your knowledge by linking the current experiences to future practices TD_AY24 6 Evidence for portfolios in HPE Yousuff, 2015 Learners who engage in self-reflection develop better critical-thinking skills and an ability to evaluate their own learning needs, establish their own goals, and build on their strengths and weaknesses. Tagawa and Imanka, 2010 Medical students who completed written education portfolios scored higher on objective structured clinical exams (OSCE) compared to students who did not write portfolios. TD_AY24 7 Do students’ self-reflections align with their exam scores? TD_AY24 8 Where is the gap in students’ self-reflections? sij/s Carr and Johnson (2013) identified that medical students lack insight, or a - degree of awareness on their knowledge and performance. Self-assessment research in HPE students has shown mixed results: Students often over-estimate or under-estimate their performance Lack all the skills to accurately self-reflect based on their true performance or knowledge A gap exists in understanding whether a learner’s self-reflection of one’s own performance aligns with one’s assessed performance, and the types of aspects learners self-reflect on as perceived markers of their performance. TD_AY24 9 Why is reflective writing necessary? Education models have now shifted away from traditional “theory- based” education to “flipped classroom models.” Within health professions education (HPE), curricula is now built upon competency-based development. At the core of competency-based education is the need to develop the metacognitive skills of self-reflection. TD_AY24 10 Why is reflective writing necessary (continued)? Self-reflection promotes greater self-awareness. Self-awareness of strengths and weaknesses being important for life-long learning and development. Self-reflection of one’s own learning process allows the learner to take a bigger lead in his/her own learning needs (i.e learner-centred teaching). TD_AY24 11 A portfolio is… A piece of evidence that shows What changes in your attitudes and You will document how you have way of thinking had happened after a understood the key themes and how your knowledge and specific situation or an event achievements of knowledge and how experiences are developed this knowledge had an impact on you throughout your study professional growth. TD_AY24 12 A portfolio is not… TD_AY24 13  Portfolio writing is able to achieve all of the following EXCEPT: A. Strengthen the teacher-focused learning environment B. Promote the learner to have stronger Question 1 critical-thinking C. Allow the learner to be aware of his/her strengths and weaknesses D. Contribute to the learner performing better in exams TD_AY24 14  What are the components of a portfolio? The main two components of the portfolio are: The descriptive parts (short information about the event). The reflective parts (more comprehensive). TD_AY24 15 Descriptive components of portfolio The descriptive is related to the specific event in which you gained your knowledge. Therefore, within this part of the portfolio you will: State when the activity or event took place What happened? Experiences, observation and the cases surrounded you Where did the event or learning experience happen? In what circumstances did it happen? TD_AY24 16 Reflective component of the portfolio The reflective component is the main part of your portfolio in which you will demonstrate your understanding, learning, and experiences based on the event or situation that you have described in the descriptive part. TD_AY24 17  Reflective component of portfolio (continued) The reflective component is concerned with information in relation to the changes in ways of thinking, the gained knowledge and the link to future development. Therefore, the reflective writing can be identified as: “…purposeful, deliberate revisiting of an experience to explore and extract the learning offered by the experience” (Davis and Ponnamperuma, 2009) TD_AY24 18 Descriptive vs reflective writing summary TD_AY24 19 Question 2 Which one of the following examples best describes the reflective component of a reflection? A. Setting the scene for where an event happened for you. B. Describing the individuals who helped you in an assignment C. Questioning why you thought you answered the exam question incorrectly when you knew the answer D. Explaining how you were able to solve a mathematic problem TD_AY24 20 The reflective writing Can you tell me an example in which you wrote something throughout your high school or university studies reflecting on something? TD_AY24 21 Steps for reflective writing TD_AY24 22 The reflective writing – what to reflect on? Almost anything and everything: Activities we participated in Things we learned from Things we succeeded in and how we can build off them, as well as the failures we encountered The processes we undertook to do something Things we wish we could have done differently TD_AY24 23 The reflective writing – how do we reflect? What learning routines should I maintain or change? What could I have done better to benefit more? What can I do to prevent or solve the problems? What is my future plan of action that will improve my learning? TD_AY24 24 Phrases that can be used in reflections I can see clearly that What I can’t make sense of is What went well/ badly was I think / felt/ discovered/ wondered/ was aware that Next time I shall I am planning to This will enable me to You can be heading to the right course TD_AY24 25 Strategies to help in reflective writing Write your diary entries immediately after the activity/visit, then reflect and write a comment a few days later (do this regularly). Explain your feelings in relation to your strengths, capacities, fears, weaknesses and biases. Suggest alternative actions you might have taken (or might take next time) to improve the activity/ visit and make it a better learning experience. TD_AY24 26 Strategies for self-growth in reflective writing Give advice to yourself about what to do in the future. Find questions which you need to think about/issues which you don’t yet understand, but need to understand. TD_AY24 27 References Al Alwan, I., Magzoub, M. E., & Elzubeir, M. (Eds.). (2012). International handbook of medical education: A guide for students. Sage. Yusuff KB. Does self-reflection and peer-assessment improve Saudi pharmacy students’ academic performance and metacognitive skills? Saudi Pharmaceutical Journal. 2015;23(3):266-75. Tagawa M, Imanaka H. Reflection and self-directed and group learning improve OSCE scores. The clinical teacher. 2010;7(4):266-70. Lim AS, Krishnan S, Tan G, Stewart D, Al-Diery T. Do students' self-reflections of performance align with their graded performance in objective structured clinical exams?. Currents in Pharmacy Teaching and Learning. 2024 Aug 1;16(8):102097. Carr SE, Johnson PH. Does self reflection and insight correlate with academic performance in medical students?. BMC Medical Education. 2013 Dec;13:1-5. TD_AY24 28