How to Add a New Field in Existing Kanban View in Odoo 17
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.