Portfolios QHPE 601 PDF

Portfolios QHPE 601 Evidence-based Teaching and Learning Learning Objectives By the end of this session, the learner will be able to: Describe the purpose of a portfolio Describe the 4 structures for organizing a portfolio Develop strategies for writing a reflective portfolio...

Portfolios QHPE 601 Evidence-based Teaching and Learning Learning Objectives By the end of this session, the learner will be able to: Describe the purpose of a portfolio Describe the 4 structures for organizing a portfolio Develop strategies for writing a reflective portfolio 2 3 The Portfolio… ‘A collection of student work which provides evidence of the achievement of knowledge, skills, Reflection attitudes, understanding and professional growth through a process of self-reflection over a period of time’ Documentation Mentoring Portfolio = Reflection + Documentation + Mentoring 4 Why Portfolio? Acquisition Reflection 5 Benefits of a Portfolio Provide opportunities for self-assessment Encourage learners to take responsibility of learning Assist learners in improving their decision-making skills Helps in problem-solving Promotes personal/professional development Assist mentors in understanding learners’ needs Learning through feedback from peers and mentors 6 Use of a Portfolio Tracks progress Formatively as a learning tool Plan future learning Personal/Professional development Summative assessment Certification and re-certification Career advancement 7 Organising a Porfolio 8 Shopping Trolley Contains anything which has been produced or used during the learning process Advantages Very inclusive Disadvantages Difficult to assess No analysis of contents 9 Toast Rack “Toast” for each period of learning Advantages Corresponds with the curriculum Can be marked Includes reflection Disadvantages Each item is discrete No overall reflection 10 Cake Mix Integration of the parts. “Mixing” is reflection on the analytical components Advantages Global assessment Disadvantages Individual components may not be clear 11 Spinal Column Series of competency statements are the “vertebrae”. Evidence is linked to the competencies Advantages Each competency has its own evidence 12 Your Portfolio in the MSc Program Each course will have a portfolio component where you will reflect on your learning to meet the course learning outcomes The following are the outcomes for the Evidence Based Teaching and Learning course 1. Identify and describe pedagogical principles in health professional education 2. Apply concepts of learning theory and learning styles in the design of an optimal learning environment 3. Plan and execute a teaching and learning activity 4. Critically evaluate the stages of design, delivery, assessment and evaluation of a teaching and learning activity 5. Reflect on their own professional practice and development in teaching and learning 13 References and Resources Webb C, Endacott R, Gray M, Jasper M, Miller C, McMullan M, Scholes J. Models of Portfolios. Med Educ 2002; 36: 897-898. Challis M. AMEE Medical Education Guide No 11 (revised): Portfolio-based Learning and Assessment in Medical Education. Med Teach 1999; 21(4): 370- 386. Van Tartwijk J, Driessen EW. Portfolios for assessment and learning: AMEE Guide No. 45. Med Teach 2009; 31(9): 790- 801. https://doi.org/10.1080/01421590903139201 14 Faculty Credits The following faculty are attributed to the slides and ideas of this session (in alphabetical order) Dr. Ahsan Sethi Dr. Daniel Rainkie Dr. Tanya Kane 15