Using MyProgress in workplace based assessment, small group teaching and peer assessment
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This document discusses the use of mobile learning technologies to support medical education at the University of Leeds. It outlines challenges of supporting students who spend time off campus in clinical practice. It describes how an iPhone program allows students to access medical content, complete assessments, and record reflections while on placement. Over 10,000 formative feedback items were recorded in one year. Students found value in the ongoing learning resources and feedback. Clinicians observed more engaged students and enhanced clinical learning opportunities.
Using MyProgress in workplace based assessment, small group teaching and peer assessment
- 1. School of Medicine Technology Enhanced Learning University of Leeds Using MyProgress in Workplace Based Assessment, Small Group teaching and Peer Assessment. Gareth Frith Technology Enhanced Learning Manager, School of Medicine g.s.frith@leeds.ac.uk June 2015
- 2. Innovation in portfolio and mobile learning for Medical undergraduates Leeds Institute of Medical Education University of Leeds
- 3. Supporting medical education with technology Challenges for students and staff Students spend a large amount of time off campus in clinical practice Students need access to systems from clinical practice e.g. VLE / timetable Students need to get good and immediate assessment and feedback Opportunities for student to be assessed and follow patient cases Opportunities for students to observe specific conditions Students need to rehearse responses - e.g. for OSCE or real situations Students learn in different individual ways
- 4. Undergraduate Medicine in Leeds - MBChB Five or six year course - 260 students per year New Curriculum launched in 2010 IDEALS and RESS - developing skills to be leaders Students are learning in hospitals, clinics and the community Work based practice crucial to success New clinical placements: • Year 1 & 2 – Primary & Secondary Care • Year 3 – Elderly Medicine & Special Senses (2012) • Year 4 – Acute & Critical Care; Cancer & long term care • Year 5 – Assistantships and transitions to practice Mobile Learning supports learning and assessment
- 5. Small Group Teaching IDEALS and RESS IDEALS (innovation, development, enterprise, leadership and safety) RESS (research, evaluation and special studies)
- 6. IDEALS and RESS • Professional and research aspects of a medical career • Taught as small groups for 12 to 15 students per group • longitudinal over 3 years • Portfolio is a key elements of teaching • Exercises set through the portfolio • Tutor gives feedback through portfolio
- 7. Peer Feedback • Passport for progression at end of each term • Peer feedback functionality • Blind feedback within group
- 8. Mobile Learning in work-based Practice
- 10. Why Mobile MBChB? Where are our students coming from (educationally, technologically, culturally)? What might they look like (and be doing as doctors in 2015-2020?) What are doctors using mobile for at present? • Apps • iPads • Hard wired
- 11. Why Mobile Learning? Helping Students become better doctors Support of MBChB Students in practice Near patient experience Access to medical information Assessments undertaken with practice professionals Reflection, evidence and assessment outcomes recorded and sent to an e-portfolio
- 12. Mobile Learning Delivery Provide access to published medical content from practice Provide a number of assessments that can be completed as self assessment or with practice professional Provide a method of recording assessment outcomes and publishing them through the e-portfolio for CPD and Lifelong Learning
- 13. Solution Each Year 4 and Year 5 medical student is loaned an iPhone 5 which they can use as their device (260 each year) Medical Content such as the Oxford Handbooks (standard Medical texts) and the BNF (prescribing manual). Applications for assessment of students O2 3G Network with unlimited broadband and voice and txt
- 14. Dr Companion BNF Oxford Handbook titles Delivered by Medhand Other apps RRAPID OSCE Toolkit Instant ECG Medscape Medical Content
- 15. Apps for Assessment and Learning
- 16. Reflection Tools Reflection and recording of evidence through progress file. Publishing to e-portfolio (private and public) either Assessment for Learning (formative) or Assessment for Progression (summative) Delivered by MyKnowledgeMap
- 17. Feedback
- 18. Assessment Tools Based on the ALPS assessment suite of inter-professional assessments Others which prepare for postgraduate medicine such as: miniCEX - mini Clinical examination Work Place Based Assessment
- 19. 10,655 Number of items of formative feedback recorded by students from clinical and healthcare professionals in academic year 2013 / 2014
- 20. 10,655 276 year 5 students completed 3514 MiniCEX assessments 269Year 4 students completed 7141 Workplace Based Assessments
- 21. Assessment Tools Learning Suite application (lecturers can build their own assessment questions)
- 22. The e-portfolio - The progress file Space for reflection Space for recording evidence Space for publishing assessment outcomes preparing for Life Long Learning developing skills for CPD key tool for Mobile learning Mapping to Tomorrows Doctors
- 23. Some Outcomes
- 24. Students Views
- 25. GP Clinical Teacher MiniCEX “I think we always did give feedback, but actually this just formalises it and makes you do it really, and makes the student really ask for specific feedback, so I think that’s really good, and it makes it timely because you are doing it you know at the end of, shortly after seeing the patient (GP clinical teacher)
- 26. F2 doctor - non Leeds Graduate“And I also think from a foundation point of view for the future portfolio, well the portfolio I do at the moment, the more exposure you get earlier on as a student, it makes it easier for you to understand what an e-portfolio is, and makes your own portfolio better. Because when I started my foundation year we hadn’t done any electronic evidence, it was quite an adjustment to make.” (F2 Doctor – non-Leeds graduate) E-Portfolio “And I also think from a foundation point of view for the future portfolio, well the portfolio I do at the moment, the more exposure you get earlier on as a student, it makes it easier for you to understand what an e-portfolio is, and makes your own portfolio better. Because when I started my foundation year we hadn’t done any electronic evidence, it was quite an adjustment to make.” (F2 Doctor – non-Leeds graduate)
- 27. F2 Doctor - Graduated 2011“And I also think from a foundation point of view for the future portfolio, well the portfolio I do at the moment, the more exposure you get earlier on as a student, it makes it easier for you to understand what an e-portfolio is, and makes your own portfolio better. Because when I started my foundation year we hadn’t done any electronic evidence, it was quite an adjustment to make.” (F2 Doctor – non-Leeds graduate) Mobile Learning “It’s definitely changed the way that I use my mobile now and use technology now to learn, to have like ongoing learning whilst working, and I think sort of that the resources are endless which is what I quite like, and there are still things that are out there which I know would help me in my career that I haven’t found yet or downloaded yet, so it’s quite good to know that I have this sort of endless resource out there to use.”
- 28. What did the students think? On Dr Companion: It’s like learning to drive, you wonder how you coped before you could drive. I mean I’ve been onto placement and I remember specifically a day when I forgot my phone, and I felt like I was without an arm, not because I couldn’t text but because I didn’t have my Dr Companion app or something that I could just pick up. You forget how reliant actually you do become on them. Year 5 student
- 29. Success - Programme View Programme • Enhancing our assessment for learning + profiling • Encouraging open book / ‘look up, practice and record’ • Which clinical staff are assessing – and what is feedback like? Students & Unexpected developments • Value of near patient encounters and feedback/supervision • Breaking down barriers with others • Remote usage - revision and preparation
- 30. Success - Clinical view Enhancing clinical practice learning (cf. postgrad) • More engaged students • ‘Upping the stakes’ of a clinical encounter • Value of seeing positive feedback loops Opportunistic • Students increasing self select – ‘Can I do’ • Better use of everyday material Resources • We use them as much as the students!
- 31. Questions?