Post on 24-Apr-2018
transcript
Design Thinking as a Framework for the
Creation of an ePortfolio to Promote and Assess
the Professionalism Competency
Tanja Adonizio, MD
Jennifer Joyce, MD
Michelle Schmude, EdD, MBA
• Experience (including mistakes) provides the
basis for the learning activities.
• Adults are most interested in learning subjects that have immediate relevance & impact to their job or personal life.
• Adults need to be involved in the planning and evaluation of their
instruction.
• Adult learning is problem-centered rather than content oriented.
Concrete Experience
Reflective Observation
Concept Formation
Active Experimentation
Knowles’ Adult Learning Theory and Kolb’s Learning Styles
Domains of Competence – 6
Accreditation Council of
Graduate Medical Education
(ACGME) Core Competencies
ACGME Core Competencies
Patient Care (PC)
Knowledge for Practice
(KP)
Practice-based Learning and Improvement
(PBLI)
Interpersonal & Communication
Skills
(ICS)
Professionalism
(PROF)
System-based Practices
(SBP)
• Reflections on inventories & class
activities
• Peer evaluations
• Service activities options
• Advisor meetings
• Action plan for service activities &
• Simulated professional identity experiences
• Maslach Burnout Inventory
• Jefferson Empathy Scale
• Gronigan Reflection Scale
• Goal development
• Careers in Medicine Assessments
• Wellness activities
• Service activities
• Leadership & teamwork activities
• Community Week activities
Adult learning is problem-centered
rather than content oriented.
Adults need to be involved in the planning and
evaluation of their instruction.
Experience (including mistakes) provides the basis
for the learning activities.
Adults are most interested in
learning subjects that have immediate relevance & impact
to their job or personal life.
Concrete Experience
Reflective Observation
Concept Formation
Active Experimentation
Knowles’ Adult Learning Theory, and an ePortfolioKolb’s Learning Styles,
Q4: How adequately do you believe you are able to assess students on the
professionalism competency?
Empathize to Define - Faculty needs assessment
36%
44%
16%
4%
Slightly
Moderate
Very
Extremely
Q7: How do you believe the ePortfolio will enhance a student’s self-directed learning for the professionalism competency?
Review and Reflection• Self evaluation, • Self directed learning• Self awareness• Share thoughts/feelings.
21%
4%
3%
17%38%
17%
Accountability
Busy Work
Diversity andInclusion
Record/Trends
Review andReflection
Unsure
Q7: How do you believe the ePortfolio will enhance a student’s self-directed learning for the professionalism competency?
Accountability• Ownership of
professionalism competency
• Clarity of expectations• Evidence of mastery for
the professionalism competency.
21%
4%
3%
17%38%
17%
Accountability
Busy Work
Diversity andInclusion
Record/Trends
Review andReflection
Unsure
Q7: How do you believe the ePortfolio will enhance a student’s self-directed learning for the professionalism competency?
Areas of Growth• Busy work• Diversity & inclusion• Unsure of utility
21%
4%
3%
17%38%
17%
Accountability
Busy Work
Diversity andInclusion
Record/Trends
Review andReflection
Unsure
Faculty and Student Development Sessions
• Feedback
• Separate and joint sessions for advisors & students
Focused on:
1. Relationship building and coaching models and techniques
2. Understanding use of the ePortfolio to support professional identity
formation
Coaching
for Learners
ePortfolio
Appreciative Learning
Reflection & Processing
Humility
Self-Assessment
Goal Setting
Identify Needs
Coaching for
Advisors
ePortfolio
Humble Inquiry
Appreciative Listening
Shared Agenda
Gap Analysis
Goal Setting
Action Plan Creation
Elements of the ePortfolio
1. Self-awareness and career preparation
2. Socialization for the Practice of Medicine
3. Humanities, Ethics, Cultural Competency and Diversity
Assessments within the ePortfolio
• Groningen Reflective Ability Scale
• Mayo Wellbeing Index for Medical Students
• Jefferson Empathy Scale
• Checklists for artifacts included in the portfolio
• Advising meetings
• Reflections on inventories & class
activities
• Peer evaluations
• Service activities options
• Advisor meetings
• Action plan for service activities &
• Simulated professional identity experiences
• Maslach Burnout Inventory
• Jefferson Empathy Scale
• Gronigan Reflection Scale
• Goal development
• Careers in Medicine Assessments
• Wellness activities
• Service activities
• Leadership & teamwork activities
• Community Week activities
Adult learning is problem-centered
rather than content oriented.
Adults need to be involved in the planning and
evaluation of their instruction.
Experience (including mistakes) provides the basis
for the learning activities.
Adults are most interested in
learning subjects that have immediate relevance & impact
to their job or personal life.
Concrete Experience
Reflective Observation
Concept Formation
Active Experimentation
Knowles’ Adult Learning Theory, and an ePortfolioKolb’s Learning Styles,
References
•Hafferty F, Castellani B. The Increasing Complexities of Professionalism. Acad
Med.2010; 85:288-300.
•Jarvis-Selinger S, Pratt D, Regehr G. Competency is not enough: Integrating Identity
Formation into the Medical Education Discourse. Acad Med. 2012; 87:1185-1190.
•Wald H. Professional Identity (Trans)formation in Medical Education: Reflection,
Relationship, and Resilience. Acad Med. 2015; 90: 701-706.
•Wear D, Castellani B. The Development of Professionalism: Curriculum Matters.
Acad Med. 2000; 75: 602-610.