A presentation given at the Assessment and Technology Conference of Plymouth University, 10th December 2014. Builds on a previous paper published in 2011

1. Embedding and integration of ePortfolios
in Medical and Dental curricula
Simon Cotterill
Faculty of Medical Sciences
Cotterill S, Horner P, Teasdale D, Ellis J, Thomason JM,
Vernazza C, Bradley P, Peterson J, Skelly G, Ball S. Effective
embedding and integration of ePortfolios in medical and dental
curricula Int.J.Clin. Skills. 2011; (5): 18-23.
http://www.eportfolios.ac.uk

2. Discrete ‘bolt on’ – optional and additional to
the curriculum
+ Low cost
- Risk low engagement
Linked Run in parallel to the curriculum but
linked to it
+ No disruption to curric.
- Risks low engagement
Embedded Included in specific module(s) + Better consistency of
experience
- Risks being fragmented
Integrated Underpins and used throughout the
curriculum
+ Becomes integrated part
of staff/student thinking
- Difficult to achieve!
Extended Integrates activities in the curriculum
along with wider life experiences
+ Draws together study,
work & life experiences
- Unpredictable outcomes
Atlay (2009)
Classification
Atlay, M. Embedding PDP practice in the curriculum, in Personal
Development Planning and Employability, Higher Education
Academy, York. 2006

3. Case Study #1: Medicine

4. MMeBdiBcinSe: SeuPmmorattifvoel aioss efossrm SenSt Mof p Placlaemceenmt peorntftoslios
“It made me concentrate on creating aims
at the start of the SSC and allowed me to
plan the SSC with my supervisor in a
defined way. Overall it made my learning
for the SSC more organised and
focused.”
“It encouraged me to really give
thought to what I wanted to achieve
during the SSC ....As a result of the
portfolio I think I got much more out
of the SSC than I would have
otherwise.”
Cotterill SJ, McDonald AM, Hammond GR, Bradley PM. ePortfolio to support planning, learning and summative assessment for
student selected components in Medicine: 4 years experience. Proc. ePortfolios, identity and personalised learning in healthcare
education. 2008. (ISBN 978-1-905788-66-2)

5. Blogs / Embedded Outcomes

6. Medicine: Portfolios to support F2F Annual Appraisals
Cotterill SJ, Bradley PM, Stacy R. Using ePortfolios to support annual appraisal in undergraduate medicine.
Proc. ePortfolios, identity and personalised learning in healthcare education. 2008. (ISBN 978-1-905788-66-2)

7. Case Study #2: iDentity
Accessed using
a broad spectrum of devices
• Accessed using wireless laptops/ Mobile devices in clinics
• Students record procedures & grade their own performance
• Staff grade students’ performance & feedback
• Additional reflections can be added & grade summaries
accessed later via Web
• Supports reflective / SWOB self assessments & tutor
meetings

8. Vernazza C, Ellis, J, Teasdale D, Cotterill S, Scott L, Thomason M, Drummond P, Moss J. Introduction of an
e-portfolio in clinical dentistry: Staff and student views. Eur J Dent Education 2011;15:36-41
Ellis JS, Teasdale D, Cotterill SJ, Thomason JM. Is a generic UK e-portfolio for dentistry desirable and
achievable? Eur J Dent Educ 2010; 14:254-6
iDentity
Embedding / Integration:
• Used on a day-to-day basis at the point of learning
• Supports assessment across the curriculum
• High levels of engagement & highly valued by students
• Customisation of specialties, procedures, grading schemes
• Used at Newcastle & partners Major update for Aug 2015
http://www.eportfolios.ac.uk/identity

9. Conclusions: Embedding & Integration
Key to Engagement and Effective Use of ePortfolios
• Clarity of purpose
• Students
• Staff
• Perceived value – what’s in it for me?
• Assessment? Careers / employability?
• Embed in and relates to the curriculum – not a ‘bolt on’
• Training
• A brief mention at induction is unlikely to be enough
• Set a specific task early on
• Plan in a check-point - don’t leave it all to the end of the
year!

10. Factors related to engagement with ePortfolio / blog
EPICS-2 Project
http://www.epics.ac.uk
Group 1
High
Engagement
Group 2
Medium
Engagement
Group 3
Modest
Engagement
Questionnaire results n=163 (30% response rate, 3 subjects)
% of respondents who
agreed with statements
I have a clear understanding of the purpose of the ePortfolio 87% 74% 58%
I have a clear understanding of how the ePortfolio is used in my programme 91% 76% 42%
I received adequate information on how to use the ePortfolio 58% 50% 58%
I had a clear understanding of the skills being evidenced in the ePortfolio 66% 65% 17%
The skills included in the ePortfolio are important in studying for my degree 69% 94% 25%
The skills included in the ePortfolio are important for my longer-term career 59% 94% 33%
The ePortfolio is important for my programme 75% 82% 33%
Course handbooks and study guides refer to the ePortfolio 58% 65% 25%
Teaching staff regularly refer to the ePortfolio 84% 41% 33%

11. Types of embedding in the curriculum:
• Directly relates to the ‘core’ curriculum or specific components of it
• Explicit support for learning outcomes defined in the curriculum
• Embedded in summative assessment
• Supports formative assessment processes (e.g. appraisals)
• Used at the point of learning
• Included in study guides and course documentation
• Uses the language and terminology of the curriculum
Indicators of embedding:
• Good levels of uptake and engagement
• Regularly referred to by teaching staff
Conclusions:
• Embedding and integration with the curriculum can enhance
engagement and effective use of ePortfolios
• There are a wide variety of ways to embed and integrate

12. Embedding and integration in the curriculum =
better engagement and effective use of ePortfolios
Driessen E et al. Portfolios in medical education: why do they meet
with mixed success? A systematic review. Med Educ. 2007;41:1224-
33.
Atlay, M. Embedding PDP practice in the curriculum, in Personal
Development Planning and Employability, Higher Education
Academy, York. 2006
… but, what do we mean by embedding?

13. Embedding the curriculum in ePortfolios
• Curriculum-specific tools within the portfolio
• Explicit support for skill sets / Learning outcomes
• Context-specific Terminology
Integration with the wider Learning Environment (VLE / MLE)
• Importance of portfolio interoperability – Leap2a
• Dynamic Learning Maps is an example of this
Can include blended approaches
• Dental ePortfolios – used in clinics on a day-by-day basis
• Medicine: evidence summaries for annual appraisal
• Medicine: embedded in process with placement supervisors
• negotiating intended learning outcomes
• criterion-based assessment by supervisors