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Case Study: Newcastle University, Use of e-portfolios to develop a reflective approach in medicine

Why this elearning approach was used

• E-portfolios were developed as a method to help foster a reflective approach to evidencing the achievement of both module-specific and program learning outcomes.
• The system had to be easily deliverable but sufficiently flexible for use in different contexts.
• The e-portfolio can be used on a "stand-alone" basis but is best integrated with virtual learning environments (VLE).

The context in which it was used

• Throughout the final three years of their study (Phase II), students are dispersed over a wide area in the North East of England where their training and administration are provided by four regional clinical centres called "base units". Physically, students are not located on campus.
• Before the implementation of e-portfolios the process was entirely paper-based -> the document was often very complex in print and inconvenient to carry around in hospitals in A4 format.
• Introduction of new pedagogy supported by e-portfolios-> summative assessment in Year 4-student selected modules and annual appraisal.

Anticipated problems and challenges:

1.      Students are dispersed over a wide geographical area, spending 3 years located at various hospitals administered by one of the five regional base units, thus, reliable access to web-based resources is essential.

2.      Students with high workload and tight deadlines require an efficient and reliable system.  Challenge: the creation of a system which is easy to use and intuitive.

3.      Students might wish to continue using a paper copy.

4.      Curriculum leaders were rightly cautious on introducing new technologies, particularly "high stakes" assessment.

The design

• The e-portfolio was designed to be highly flexible and configurable on a programme and year-group basis.
• The design needed to support a constantly changing programme with multiple entry points.
• The implementation of e-portfolio includes support of a range of different pedagogy for different purposes within the curriculum including:

1.      Provision of a framework for recording and evidencing "high level" programme outcomes during the year to support an end of year appraisal.

2.      Provision of a framework for recording and evidencing student derived objectives when they will be summative assessed.

3.      Supporting personal tutoring.

4.      Support for recording, reflecting and sharing information including structured and unstructured information.

• Most of the pedagogy follows "blended learning" approach (appraisal & assessment).

Implementation of this learning approach

• The e-portfolio was embedded in the VLE used by medical students.
• Initially on a trial basis with 1^st year students (offered a choice: either paper or online versions) and 4 year students to complete an e-portfolio -> mandatory requirement for progression but not formerly graded.
• After some detailed evaluation studies, the log book previously in paper, now became electronic and the year 4 e-portfolio is now formerly graded and counts towards final marks.
• A Teaching Fellowship was obtained in 2005 to extend the e-portfolio to evidence the achievement of high-level learning outcomes to support end-of-year appraisal. Piloted for year 1 students, following successful evaluation is being rolled out across all 5 years of the curriculum.