developing your teaching portfolio
Post on 20-Sep-2014
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Presentation from the International Congress of the Royal College of Psychiatrists 24-27 June 2014, LondonTRANSCRIPT
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Developing your teaching portfolio RCPsych IC 2014 Workshop
Facilitators:
Dr Gil Myers
Dr Kaz Iwata
#RCPsychIC14
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Objectives for this workshop
• Identify the main reasons for maintaining an educational portfolio
• Describe the UK professional standards framework domains of activity suitable for collecting evidence in an educational portfolio
• Develop a structure for maintaining your own future educational portfolio and credentialise your work
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Task • In pairs
Think about what “educational activities” you already do
2 minutes
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PORTFOLIO BASICS
#RCPsychIC14
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What is a portfolio?
‘A private collection of evidence, which
demonstrates the continuing acquisition of
skills, knowledge, attitudes, understanding and
achievements. It is both retrospective and
prospective, as well as reflecting the current
stage of development and activity of the
individual.’ Brown (1995)
Quoted by Damien Longson, Chair e-portfolio working group in “RCPsych e-portfolio”
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RCPsych ePortfolio: Design
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RCPsych ePortfolio: Implementation
http://www.portfolioonline.co.uk/
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Purpose of portfolios
Helen C Barrett PhD http://electronicportfolios.org/balance/
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Task • Shout out
What are the benefits of having a portfolio?
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Reasons to have an educational portfolio
Personal interest
Professional development
Improve practice for the learner
Personal reflection
Career progression
Validation
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Benefits of having an educational portfolio
• Provide evidence of learning experiences and achievements
• Supports
constructivist learning
autonomous and reflective learning
• Portfolio compilation may provide a learning experience in itself
• Based on the real experience of the learner – authentic and connects theory and practice
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Benefits of having an educational portfolio
• Revalidation/ARCP evidence
• Jobs
getting a job
getting SPA time within your job
• Can be used in
gaining teaching roles e.g. Clinical Teaching Fellow
clinical Tutor role
college Tutor role
undergraduate lead
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Gibbs’ reflective cycle
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GMC and Portfolios
• Tomorrow’s Doctors (2009) emphasises the need for all those involved in educating medical students, whether or not employed by the school, to be appropriately prepared for and supported in their role
• Recognition will not be necessary for other doctors whose practice contributes to the teaching, training or supervision of students or trainee doctors
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TEACHING ROLES
#RCPsychIC14
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Teaching Roles
• The various roles we take in medical education can be described in three frameworks
Harden’s “12 roles of the teacher”
HEA’s “Professional Standards Framework for Teaching”
Academy of Medical Educators “Professional Standards”
• Both suggest ways to organise a portfolio to cover all the aspects of teaching
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The Twelve Roles of the Teacher (Harden et al 2002)
Assessor
Facilitator
Role model
Information provider
Resource developer
Planner
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AoME: Professional Standards
Design and planning of
learning activities
Teaching and supporting
learners
Assessment and feedback to
learners
Educational management and
leadership
Educational research &
evidence-based practice
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Task • As we go through each role
• List what activities you currently do in that role
• What evidence you can provide for this
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Twelve Roles of the Teacher: Facilitator
Learning facilitator Mentor
Facilitator
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Facilitator
• Acting as a mentor in tutorials, seminars, clinical skills supervision, simulation, etc
• What activities and techniques do you use? How, why and what did you use these
• Involving learners in diagnosing their own needs
• Supporting learning: Teaching and supervision of postgraduates, mentoring inexperienced staff or contributing to in-house learning and teaching programmes.
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Twelve Roles of the Teacher: Role Model
Teaching role model
On-the-job role model
Role model
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Role Model
• How you utilise and manage a full range of physical and virtual learning environments so that they are appropriate to the learners needs
• How have you contributed to supporting and guiding your learners?
• Think about how you articulate values in multiple settings and promote GMP
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Role Model
• According to Cruess, Cruess & Steneirt (2008)
role modeling is a powerful teaching tool for passing on the knowledge, skills and values of the medical professional
However its net effect on the behaviour of students is often negative rather than positive.
Strategies to help doctors become better role models is to make a conscious effort to articulate what is being modelled, and to make the implicit explicit.
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Twelve Roles of the Teacher: Information Provider
Clinical or practical teacher
Lecturer Information provider
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Information Provider
• Often the main medical education activity which people think about for their portfolio
• Consider the different ways you have delivered teaching: large groups, small groups, MDT
• Consider the types of teaching you have delivered: planned lectures, ad-hoc, supervision
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Twelve Roles of the Teacher: Resource Developer
Study guide producer Resource material creator
Resource developer
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Resource Developer
• What have you done to develop the curriculums you have been involved with teaching
• Lecture plans and teaching sessions can be passed on to others to deliver and become a resource; Handouts and teaching materials are resources for students and those who use them to deliver the teaching
• Creation of learning environments to recognise and understand “teachable moments” and keep learners interested and engaged in their learning
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Twelve Roles of the Teacher: Planner
Curriculum planner
Course organiser
Planner
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Planner
• Planed single sessions or larger teaching programmes
• Identify and plan different kinds of interaction with learners in various contexts, whether for single sessions or larger programmes
• Reasons for your choice of subject material, activities and techniques
• can articulate educational goals and objectives and can anticipate learner's needs to give them an opportunity to reflect on their learning
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Twelve Roles of the Teacher: Assessor
Student assessor
Curriculum evaluator Assessor
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Assessor
• Formative, summative; formal or informal
• Informal feedback on the ward, OSCE examiner, end of
placement report forms and grading.
• Why do you use these different approaches?
• How you give feedback to learners
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AoME: Professional Standards
Design and planning of
learning activities
Teaching and supporting
learners
Assessment and feedback to
learners
Educational management and
leadership
Educational research &
evidence-based practice
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Educational research & evidence-based practice
• Presenting and participating in conferences
• You don’t have to be directly involved in research
• Attending workshops and training events
• Reading (ASME)
• ‘corridor discussions’ about teaching
• bidding for and involvement in projects or research on teaching and learning
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The Twelve Roles of the Teacher (Harden et al 2002)
Assessor
Facilitator
Role model
Information provider
Resource developer
Planner
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Task • In groups
For you, which areas are hard to complete or missing
How can you develop your portfolio in each area within your current/future jobs
• You will be asked to feedback this back to the group
10 minutes
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The Twelve Roles of the Teacher (Harden et al 2002)
Student assessor
Curriculum evaluator
Curriculum planner
Course organiser
Study guide producer Resource material creator
Clinical or practical teacher
Lecturer
Teaching role model
On-the-job role model
Learning facilitator Mentor
Assessor
Facilitator
Role model
Information provider
Resource developer
Planner
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CREDENTIALISING YOUR WORK
#RCPsychIC14
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Credentialise your work: Why?
• For yourself
Reflection
Identifying areas for development
Formalising your teaching role(s)
• For others
Bringing in medical students and trainees (and money)
Educational landscape: demonstrable teaching skills
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Credentialise your work: How?
• Teaching skills courses
TtT, London Deanery, Royal College, etc
• Certification
Postgraduate certificate in medical education
Diploma in medical education
Masters in clinical education/medical education
• Practical (evidenced) experience
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• Brighton-Sussex: MA
• Bristol: MMedSci
• Belfast: blended learning,
MMEd
• Cardiff: MSc
• Dundee: distance learning,
MMEd
• Durham: MSc
• Glasgow: MSC (MedSci)
• Institute of Education &
London Deanery: MA
Clinical Education
• Keele: MA
• Newcastle: M Clin Ed
• Nottingham: MMedSci
• UCL: PGcert/ diploma, MSc
(with RCP) or M Clin Ed
• Sheffield: MMedSci
• Warwick: MMedEd
Credentialise your work: Where?
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www.ucl.ac.uk/medicalschool/teachingportal/
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Further Reading
• Portfolio-based learning in medical education
– Ingrassia, A. (2013). Portfolio-based learning in medical education. Advances in Psychiatric Treatment, 19(5), 329-336
• The twelve roles of the teacher
– Crosby, RM & Harden, J (2000): "AMEE Guide No 20: The good teacher is more than a lecturer-the twelve roles of the teacher." Medical teacher 22.4 334-347
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Task • On your own
Write down at least one NEW medical education activity which you will complete in the next three months
Be prepared to share this with the group
1 minute
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Objectives for this workshop
• Identify the reasons for maintaining an educational portfolio
• Describe the UK professional standards framework domains of activity suitable for collecting evidence in an educational portfolio
• Have a structure for developing your own future educational portfolio