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Electronic Portfolios: Technology
Innovations in Graduate Medical Education
    and across the Medical Education
                Continuum


           E L I S A B E T H E . B E N N E T T 1, P H D
          R O C H E L L R . M C W H O R T E R 2, P H D
              H E A T H E R Z . S A N K E Y 1, M D

     1T U F T SUNIVERSITY SCHOOL OF MEDICINE
           2U N I V E R S I T Y O F T E X A S A T T Y L E R
Goals


DISCUSS THE RESULTS OF A LITERATURE
REVIEW OF EPORTFOLIOS IN GME

DESCRIBE THE PORTFOLIO FEATURE IN
NEW INNOVATIONS

ADDRESS IMPLICATIONS FOR EPORTFOLIOS
ACROSS THE CONTINUUM
ePortfolio Defined

Defined by Lorenzo &          A variety of perspectives &
Ittelson (2005, p. 2)         stakeholders


 A digitized collection of
 artifacts including
 demonstrations, resour
 ces, and
 accomplishments that
 represent an
 individual, group, or
 institution
ePortfolios in Medical Education

 Schools and hospitals are considering implementing
  locally
     Human resource systems (e.g. PeopleSoft)
     Learning Management Systems (commercial & proprietary)
     Student records systems (e.g. New Innovations)


 Both ACGME and AAMC have current initiatives
   ACGME Learning Portfolio: for professional development
    “Experience, Learn, Reflect, Assess” premise

     AAMC GIR E-Portfolio workgroup
ePorfolios and Virtual HRD

 ePortfolios reflect Virtual HRD, especially if used for
  multiple purposes where residents are both students and
  employees

 Virtual HRD defined as “a media-rich and culturally
  relevant web[bed] environment that strategically
  improves expertise, performance, innovation, and
  community building through formal and informal
  learning” (Bennett, 2009, p. 364)

 Connected to other hospitals creates an ecology in which
  culture & trust (Bennett & Bierema, 2010) are critical for
  knowledge sharing & learning (Bennett, Blanchard, & Fernandez,
  2011)
ePortfolio Uses in Literature

Static                      Interactive


 Procedure Log              Identify Learning
 Record of Certification     Needs
 Patient Events/Logs        Reflective Practice
 Scholarly Publications     Mentoring
  & Awards                   Assessment
 Store Learning
  Artifacts
 Track Exam Scores
Benefits & Limitations for GME



  •   SUMMATION OF TEN ARTICLES HANDOUT

  •   MOST INTERESTING FINDING: TENSION
      BETWEEN PROGRAM-DRIVEN & LEARNER-
      CENTERED PURPOSES
Review of New Innovations
  Portfolio for OB-GYN

•   A SNAPSHOT OF RESIDENT PERFORMANCE
    BASED ON SIX CORE COMPETENCIES

•   TIED TO FACULTY EVALUATIONS OF
    RESIDENTS

•   LOGS PROCEDURES & TEST SCORES

•   RESIDENTS CAN UPLOAD FILES FOR
    SCHOLARLY PUBLICATIONS

•   PROGRAM DRIVEN RATHER THAN LEARNER
    DRIVEN
Electronic portfolios short communicationv2
Electronic portfolios short communicationv2
Conclusions & Implications

                                     Implications for the
Conclusions for GME
                                     Continuum

 Portfolio feature of NI             Track performance &
  limited, new journal                   development overtime
  feature option                         UME-GME-CME
 Balance between learner               Foster reflective practice,
  & program unresolved                   metacognition
 New ACGME                             Capture “soft” skills and
  accreditation standards                systems-based practice
  will drive use                        Tie into quality and EHR
 Recruitment tool                       systems
      example: evaluating a
      candidate’s reflective skill      Career Development
References
   ACGME: http://www.acgme.org/acwebsite/portfolio/cbpac_faq.pdf
   AAMC: http://aamcgir.pbworks.com/w/page/1190507/E-portfolio%20Work%20Group%20Charge
   Andre, K. (2010). E-portfolios for the aspiring professional. Collegian, 17, 119-124.
   Bennett, EE. (2009). Virtual HRD: The Intersection of Knowledge Management, Culture, and Intranets. Advances in Developing Human
    Resources, 11(3), 362-374.
   Bennett, EE & Bierema, LL (2010). The Ecology of Virtual Human Resource Development. Advances in Developing Human Resources 12(6), 632-647.
   Bennett, EE, Blanchard, RD, & Fernandez, GL. (2011). Knowledge Sharing in Academic Medical Centers: Exploring the Nexus of Higher Education and
    Workforce Development. In V.C.X. Wang’s (Ed.), Encyclopedia of E-Leadership, Training, and Counseling. Hershey, PA: IGI Global.
   Davis, N. L., Myers, L., & Myers, Z. E. (2010). Physician eportfolios: The missing piece for linking performance with improvement. The American Journal
    of Managed Care, 16(special issue), sp57-sp61.
   Foulkes, J., Scallan, S., Coles, C., & Elmer, R. (2011). Observations on the case for reclaiming portfolio log entries as assessments for learning.
    Education for Primary Care, 22(1), 14-19.
   Henry, D., Marquez, C., & Kuo, A. K. (2009). E-portolios for community projects: Capturing the process. Medical Education, 43, 471-499.
   Johnson, G., Barrett, J., Jones, M., Parry, D., & Wade, W. (2008). Feedback from educational supervisors and trainees on the implementation of curricula
    and the assessment system for core medical training. Clinical Medicine, 8(5), 484-489.
   Jones, O., Saunders, H., & Mires, G. (2010). The e-learning revolution in obstetrics and gynaecology. Best Practice & Research Clinical Obstetrics and
    Gynaecology, 24, 731-746. doi: 10.1016/j.bpobgyn.2010.04.009
   Lewis, K. O., & Baker, R. C. (2007). The development of an electronic educational portfolio: An outline for medical education professionals. Teaching and
    Learning in Medicine, 19(2), 139-147.
   Makris, J., Curtis, A., Main, P., & Irish, B. (2010). Consultants’ attitudes to the assessment of GP specialty trainees during hospital placements. Education
    for Primary Care, 21(4), 236-242.
   McNeill, H., Brown, J. M., & Shaw, N. J. (2010). First year specialist trainees’ engagement with reflective practice in the e-portfolio. Advances in Health
    Science Education, 15, 547-558. doi: 10.1007/s10459-009-9217-8
   Rao, S., Swartz, A., Obeid, L., Rao, S., Whitehouse, S., Horst, M., Butler, J., Kinnen, R., Shepard, A., & Rubinfeld, I. (2010). E-portfolio competency
    metadata: Pilot study for a call to action. Journal of Medical Systems, 1-6.
   Ruiz, J. G., Qadri, S. S., Karides, M., Castillo, C., Milanez, M., & Roos, B. A. (2009). Fellows’ perceptions of a mandatory reflective electronic portfolio in a
    geriatric medicine fellowship program. Educational Gerontology, 35, 634-652. doi: 10.1080/03601270902977360
   Strong, D. (2007). The e-portfolio. Emergency Medicine Journal Supplement, July, 2.

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Electronic portfolios short communicationv2

  • 1. Electronic Portfolios: Technology Innovations in Graduate Medical Education and across the Medical Education Continuum E L I S A B E T H E . B E N N E T T 1, P H D R O C H E L L R . M C W H O R T E R 2, P H D H E A T H E R Z . S A N K E Y 1, M D 1T U F T SUNIVERSITY SCHOOL OF MEDICINE 2U N I V E R S I T Y O F T E X A S A T T Y L E R
  • 2. Goals DISCUSS THE RESULTS OF A LITERATURE REVIEW OF EPORTFOLIOS IN GME DESCRIBE THE PORTFOLIO FEATURE IN NEW INNOVATIONS ADDRESS IMPLICATIONS FOR EPORTFOLIOS ACROSS THE CONTINUUM
  • 3. ePortfolio Defined Defined by Lorenzo & A variety of perspectives & Ittelson (2005, p. 2) stakeholders  A digitized collection of artifacts including demonstrations, resour ces, and accomplishments that represent an individual, group, or institution
  • 4. ePortfolios in Medical Education  Schools and hospitals are considering implementing locally  Human resource systems (e.g. PeopleSoft)  Learning Management Systems (commercial & proprietary)  Student records systems (e.g. New Innovations)  Both ACGME and AAMC have current initiatives  ACGME Learning Portfolio: for professional development “Experience, Learn, Reflect, Assess” premise  AAMC GIR E-Portfolio workgroup
  • 5. ePorfolios and Virtual HRD  ePortfolios reflect Virtual HRD, especially if used for multiple purposes where residents are both students and employees  Virtual HRD defined as “a media-rich and culturally relevant web[bed] environment that strategically improves expertise, performance, innovation, and community building through formal and informal learning” (Bennett, 2009, p. 364)  Connected to other hospitals creates an ecology in which culture & trust (Bennett & Bierema, 2010) are critical for knowledge sharing & learning (Bennett, Blanchard, & Fernandez, 2011)
  • 6. ePortfolio Uses in Literature Static Interactive  Procedure Log  Identify Learning  Record of Certification Needs  Patient Events/Logs  Reflective Practice  Scholarly Publications  Mentoring & Awards  Assessment  Store Learning Artifacts  Track Exam Scores
  • 7. Benefits & Limitations for GME • SUMMATION OF TEN ARTICLES HANDOUT • MOST INTERESTING FINDING: TENSION BETWEEN PROGRAM-DRIVEN & LEARNER- CENTERED PURPOSES
  • 8. Review of New Innovations Portfolio for OB-GYN • A SNAPSHOT OF RESIDENT PERFORMANCE BASED ON SIX CORE COMPETENCIES • TIED TO FACULTY EVALUATIONS OF RESIDENTS • LOGS PROCEDURES & TEST SCORES • RESIDENTS CAN UPLOAD FILES FOR SCHOLARLY PUBLICATIONS • PROGRAM DRIVEN RATHER THAN LEARNER DRIVEN
  • 11. Conclusions & Implications Implications for the Conclusions for GME Continuum  Portfolio feature of NI  Track performance & limited, new journal development overtime feature option UME-GME-CME  Balance between learner  Foster reflective practice, & program unresolved metacognition  New ACGME  Capture “soft” skills and accreditation standards systems-based practice will drive use  Tie into quality and EHR  Recruitment tool systems  example: evaluating a candidate’s reflective skill  Career Development
  • 12. References  ACGME: http://www.acgme.org/acwebsite/portfolio/cbpac_faq.pdf  AAMC: http://aamcgir.pbworks.com/w/page/1190507/E-portfolio%20Work%20Group%20Charge  Andre, K. (2010). E-portfolios for the aspiring professional. Collegian, 17, 119-124.  Bennett, EE. (2009). Virtual HRD: The Intersection of Knowledge Management, Culture, and Intranets. Advances in Developing Human Resources, 11(3), 362-374.  Bennett, EE & Bierema, LL (2010). The Ecology of Virtual Human Resource Development. Advances in Developing Human Resources 12(6), 632-647.  Bennett, EE, Blanchard, RD, & Fernandez, GL. (2011). Knowledge Sharing in Academic Medical Centers: Exploring the Nexus of Higher Education and Workforce Development. In V.C.X. Wang’s (Ed.), Encyclopedia of E-Leadership, Training, and Counseling. Hershey, PA: IGI Global.  Davis, N. L., Myers, L., & Myers, Z. E. (2010). Physician eportfolios: The missing piece for linking performance with improvement. The American Journal of Managed Care, 16(special issue), sp57-sp61.  Foulkes, J., Scallan, S., Coles, C., & Elmer, R. (2011). Observations on the case for reclaiming portfolio log entries as assessments for learning. Education for Primary Care, 22(1), 14-19.  Henry, D., Marquez, C., & Kuo, A. K. (2009). E-portolios for community projects: Capturing the process. Medical Education, 43, 471-499.  Johnson, G., Barrett, J., Jones, M., Parry, D., & Wade, W. (2008). Feedback from educational supervisors and trainees on the implementation of curricula and the assessment system for core medical training. Clinical Medicine, 8(5), 484-489.  Jones, O., Saunders, H., & Mires, G. (2010). The e-learning revolution in obstetrics and gynaecology. Best Practice & Research Clinical Obstetrics and Gynaecology, 24, 731-746. doi: 10.1016/j.bpobgyn.2010.04.009  Lewis, K. O., & Baker, R. C. (2007). The development of an electronic educational portfolio: An outline for medical education professionals. Teaching and Learning in Medicine, 19(2), 139-147.  Makris, J., Curtis, A., Main, P., & Irish, B. (2010). Consultants’ attitudes to the assessment of GP specialty trainees during hospital placements. Education for Primary Care, 21(4), 236-242.  McNeill, H., Brown, J. M., & Shaw, N. J. (2010). First year specialist trainees’ engagement with reflective practice in the e-portfolio. Advances in Health Science Education, 15, 547-558. doi: 10.1007/s10459-009-9217-8  Rao, S., Swartz, A., Obeid, L., Rao, S., Whitehouse, S., Horst, M., Butler, J., Kinnen, R., Shepard, A., & Rubinfeld, I. (2010). E-portfolio competency metadata: Pilot study for a call to action. Journal of Medical Systems, 1-6.  Ruiz, J. G., Qadri, S. S., Karides, M., Castillo, C., Milanez, M., & Roos, B. A. (2009). Fellows’ perceptions of a mandatory reflective electronic portfolio in a geriatric medicine fellowship program. Educational Gerontology, 35, 634-652. doi: 10.1080/03601270902977360  Strong, D. (2007). The e-portfolio. Emergency Medicine Journal Supplement, July, 2.