ELISABETH E. BENNETT 1 , PHD ROCHELL R . MCWHORTER 2 , PHD
HEATHER Z. SANKEY 1 , MD
1 T U F T S U N I V E R S I T Y S C H O O L O F M E D I C I N E2 U N I V E R S I T Y O F T E XA S AT T Y L E R
Electronic Portfolios: Technology Innovations in Graduate Medical Education and across the Medical
Education Continuum
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
Goals
Defined by Lorenzo & Ittelson (2005, p. 2)
A variety of perspectives & stakeholders
A digitized collection of artifacts including demonstrations, resources, and accomplishments that represent an individual, group, or institution
ePortfolio Defined
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)
Static Interactive
Procedure LogRecord of
CertificationPatient Events/LogsScholarly
Publications & Awards
Store Learning Artifacts
Track Exam Scores
Identify Learning Needs
Reflective PracticeMentoringAssessment
ePortfolio Uses in Literature
• SUMMATION OF TEN ARTICLES HANDOUT
• MOST INTERESTING FINDING: TENSION BETWEEN PROGRAM-DRIVEN & LEARNER-CENTERED PURPOSES
Benefits & Limitations for GME
• 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
Review of New Innovations Portfolio for OB-GYN
Conclusions for GMEImplications for the Continuum
Portfolio feature of NI limited, new journal feature option
Balance between learner & program unresolved
New ACGME accreditation standards will drive use
Recruitment tool example: evaluating a
candidate’s reflective skill
Track performance & development overtime UME-GME-CME
Foster reflective practice, metacognition
Capture “soft” skills and systems-based practice
Tie into quality and EHR systems
Career Development
Conclusions & Implications
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
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