Using a PreHealth ePortfolio to Encourage Growth and Reflection
- 1. See How They Grow: Using a PreHealth ePortfolio to Encourage Student Growth and Reflection NEAAHP Annual Conference June 2017 Alicia Kehn, Penn State University Jessica Matzko, Princeton University
- 2. Our goals today • Introduction to ePortfolios • Advising Applications for ePortfolios • Advice on ePortfolios
- 3. What is an ePortfolio? In an eportfolio students collect, organize, and present evidence that showcases and/or supports their growth and learning. It presents that evidence (publicly or privately) through: • Inputted text • Images • Multimedia • Blog entries • Hyperlinks • Files
- 4. What Can an ePortfolio Do to Support PreHealth Students’ Growth? Applicant Needs • Less “checklist mindset,” more reflective self-evaluation • Fewer sweeping claims, more specific motivations and evidence • Less tracking against others’ accomplishments, more understanding of their own lived experiences (social comparison) ePortfolio Opportunities • Place to practice and develop reflective writing skills • Space to summarize relevant experiences (i.e., shadowing, service, work history, etc.) • Tool for enhancing advising support and feedback
- 5. Why an ePortfolio for the PreHealth Student? Reason 1: Empowers them to use 21st century skills • ePortfolio use in medical school and industry Medical School examples*: Vanderbilt, Georgetown, UCSF • Communication on the web in a mobilized world Premed examples*: Auburn, Penn State, Notre Dame * See Conference Toolkit for hyperlinks to examples.
- 6. Why an ePortfolio for the PreHealth Student? Reason 2: Gets beyond “I want to help people.” • Personal motivations for medicine • Context for personal decisions and assumptions • Individual “fit” for physician role Reason 3: Motivates social cognitive development • Articulating vision and goals (self-efficacy and self-affirmation) • Envisioning a pathway or course of action (self-determination) • Building resiliency in the face of doubt or obstacles
- 7. ePortfolio as Preparation for the Application “Your application is like a lab report on your life. If you haven't taken good notes and organized your experiences, thoughts, and conclusions, your lab report won't be very good…Write down and talk through your experiences.” -Shirley B Smith, Director of the Office of Student Diversity and Enrichment at University of South Florida COM
- 8. How does an ePortfolio affect a PreHealth advisor/instructor? Considerations • Requires strong design thinking skills (value impacted by design) • Limits efficiency for student and advisor • Reflects expectations of the advisor/instructor more than the student Benefits • Helps advisors/instructors detect early warning signs • Provides greater insight on students’ thinking and development • Introduces opportunities for more focused and meaningful advising
- 9. Deciding on an ePortfolio Platform Important Factors: • Goals • Longevity • Comfort with technology • Integration options • Audience Note: Toolkit summary available for Google Sites, Google Blogger, Wordpress, and Squarespace
- 10. Sample ePortfolio Tools Online ePortfolios for PreHealth Advisors Platform: Wordpress URL: https://reflectionsamples.wordpress.com/ ePortfolios in the Classroom Platform: Google Sites URL: https://sites.google.com/view/classroomeportfolios/about-eportfolios
- 11. Classroom and Advising Contexts First Year Seminars (e.g., PSU Engl 137) Pros: Introduction to reflective thinking, early planning tool for exploring health professions, recognizing early warning signs or shift in interests/goals Cons: Longevity of eportfolio use, limited prehealth experiences to reflect on, learning curve and early skill development for students Upper Level/Applicant Seminars Pros: More specific expectations, wealth of experience to draw upon, self-evaluative purpose for applicants, buy-in from students, intake option for committee letter Cons: Time-consuming for juniors/seniors applying to medical school, recall issues (past experiences)
- 12. Lessons Learned Within the Classroom Avoid assumptions • That students will have access to mobilized technology • That students are more tech-savvy than you • That students have experience reflecting and writing on their lives Be forgiving (of everyone) • This is a trial-and-error process! • Understand your students’ limitations • Meet them where they are and adapt.
- 13. Lessons Learned Within the Classroom Design a student-centered eportfolio Upper-level students need to prepare for applying: • What are my competencies? How am I using them? • What experiences have prepared me to care for patients? • How have I changed and grown in the last three years? First-year students need to self-affirm and explore interests: • What are my core values? My biggest priorities? • What is it like to be a patient? A doctor? • What was it like to grow up in my family? • What is the biggest obstacle I have overcome?
- 14. Technology Tips for Classroom Applications Navigation Issues • Pages vs. Blogrolls • Pages vs. Menus • Page Parts Themes • De-quirkify but individualize • Flexibility vs. structure
- 15. Design Self-Reflection Guides* Step 1: Identify and articulate your experience (e.g., academic, co- curricular, service, transitions, etc.) Step 2: Reflect on that experience. Note: Give students questions, such as: What did you learn? How have you or your opinions changed? What was important to you? Why did it impact you so much? How does this experience affect others? Step 3: Identify its value to you and/or what competency it developed. *Recommended: “Maintaining a Pre-medical Journal or Diary,” Missouri State University http://www.missouristate.edu/bms/CMB/PremedJournal.htm
- 16. Utilize Self-Assessment Tools Example: The four-corner room • Skills: What you are good at doing • Interests: What you enjoy doing and learning • Personality: What unique combination of traits and characteristics influence your choices and interactions with others • Values: Which principles, standards, or qualities influence your choices and guide you Note: Advising follow up to compare notes recommended!
- 17. Resources to Consider • Your institution’s instructional design team(s) • FAQ pages of the eportfolio platform you have chosen • Experienced prehealth colleagues and committees • Google and YouTube (i.e., tutorials, etc.) • Theme designers
- 18. Q&A Our contact information: Alicia Kehn (ask17@psu.edu) Jessica Matzko (jmatzko@princeton.edu)