The medical education landscape is evolving, with regulatory bodies like the GMC emphasising a qualitative approach based on learning outcomes and capabilities. Effective communication about the training programme and curriculum is crucial, as medical education often operates outside central organisational channels. Supervisors and tutors who work directly with students and trainees need to understand the processes, training programme, and curriculum.
Broad Assessment Opportunities
- ePortfolio systems involve various internal departments and stakeholders, allowing for a broader range of competencies to be assessed, such as professionalism.
- A broader range of data is available for analytics, providing insights into students’ and trainees’ progress.
Considerations for ePortfolio Implementation
- Identify your primary users (students, trainees) and secondary users (assessors, tutors).
- Determine the balance between qualitative and quantitative assessment elements.
- Establish progression and review points for evaluating students’ and trainees’ performance.
- Define data control and management processes.
- Clarify the scope of the ePortfolio system and any external components.
- Develop a standardised approach and training programme for users.
- Internalise the ePortfolio approach within your organisation.
- Map out process flows for various tasks and activities.
10 Questions to Ask When Implementing an ePortfolio
- What is a typical day for your students, and how do they interact with the system?
- What are they recording on the system?
- What are your current processes (paper-based or electronic)?
- What process flows do you want in the system?
- What should be the output of the information, and how will it be used (numbers-based, visibility to specific stakeholders)?
- How will progression be determined (achievement of activities or decision at specific points)?
- Who are your key stakeholders, and what access do they need (assessors, supervisors, academics)?
- Are there any limits based on location, programme, year, etc.?
- What information do you have access to (is everything stored in your systems, or do external assessors need access)?
- What communication plan and functionality do you need to support it?
Quantitative Elements
- Determine the required counts of activities and procedures for practice experience and accreditation.
- Establish the number of events to be completed within specific time periods and criteria for completion.
- Decide if a grade structure is required.
- Determine how to measure progress against training objectives.
- Identify stakeholders who need to understand the training approach and the best ways to represent it.
- Use quantitative data as a proxy for engagement and attendance.
Qualitative Elements
- Define the required qualitative assessment elements.
- Develop an assessment strategy and train stakeholders accordingly.
- Determine how to represent users’ progress on-screen.
- Focus on achieving capabilities rather than competencies.
- Establish criteria for fulfilling qualitative elements.
- Implement fair judging processes, such as panels, data management, and anonymisation.
Implementing an ePortfolio platform requires careful consideration of various factors, including stakeholder needs, assessment strategies, data management, and communication plans. By addressing these elements, medical education institutions can effectively leverage ePortfolios to enhance student and trainee assessment, foster professional development, and align with regulatory requirements