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

Meet Elliot Cha

Geisinger MBS class of 2016

MyCode researcher at Geisinger

GCSoM MD class of 2021

Design Thinking

• 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)

ePortfolio and ACGME Competencies

• 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,

Meet Elliot Cha

Geisinger MBS class of 2016

MyCode researcher at Geisinger

GCSoM MD class of 2021

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.