Online Faculty Development for Implementation and Use of Student Portfolios

MedEdPORTAL

Zareen Zaidi¹  Ashleigh Wright²  Monica Bailey³  Toufeeq Ahmed⁴  Amy Fleming⁵  Crystal Wright⁶  Maureen Novak⁷ 

[1] 1 Associate Professor, Department of Medicine, University of Florida College of Medicine;2 Assistant Professor, Department of Medicine, University of Florida College of Medicine;3 Assistant Director for Faculty Development, University of Florida College of Medicine;4 Director of Education Informatics and Assistant Professor of Biomedical Informatics, Vanderbilt University School of Medicine;5 Associate Professor, Department of Pediatrics and Associate Dean for Medical Student Affairs, Vanderbilt University School of Medicine;6 Assistant Professor, Department of Anesthesiology, Baylor College of Medicine;7 Professor, Department of Pediatrics and Associate Dean for Medical Education, University of Florida College of Medicine;

关键词: Faculty Development;    Portfolios;    Online;   

DOI  :  10.15766/mep_2374-8265.10436

来源: DOAJ

【 摘 要 】

Abstract Introduction Over the past decade, portfolios have gained popularity in medical education as tools to evaluate and provide feedback about learning and completion of professionally authentic tasks. Though faculty development has been noted to be key for successful portfolios, there are few available resources. As part of an interinstitutional collaborative project, we have developed online faculty development modules that provide pedagogical information about portfolios, practical advice, and resources from the available literature. Methods The materials associated with this publication include downloadable modules, which take approximately 45 minutes to complete and can be paused at any time, and sample questions to facilitate small-group discussion with faculty either in the planning stage of portfolios or as part of program evaluation of an institution's portfolios. Results A survey taken by faculty from four medical schools after completion of the modules showed that they were well received, with 41% of participants stating that they were very knowledgeable after undertaking the modules compared to 11% before undertaking the modules. Faculty reported increased interest in the topic and increased confidence in their ability to undertake planning for development of portfolios at their institution and considered using the modules as a mandatory curriculum for portfolio coaches at their institutions. Discussion We suggest that these modules be used for individual self-development, as part of faculty development sessions for portfolio coaches and mentors, or to provide faculty with background information about portfolios during the planning phase of portfolios at an institution.

【 授权许可】

Unknown