Developing your teaching portfolio

Developing your teaching portfolio RCPsych IC 2014 Workshop

Facilitators:

Dr Gil Myers

Dr Kaz Iwata

#RCPsychIC14

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

Task • In pairs

Think about what “educational activities” you already do

2 minutes

PORTFOLIO BASICS

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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”

RCPsych ePortfolio: Design

RCPsych ePortfolio: Implementation

http://www.portfolioonline.co.uk/

Purpose of portfolios

Helen C Barrett PhD http://electronicportfolios.org/balance/

Task • Shout out

What are the benefits of having a portfolio?

Reasons to have an educational portfolio

Personal interest

Professional development

Improve practice for the learner

Personal reflection

Career progression

Validation

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

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

Gibbs’ reflective cycle

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

TEACHING ROLES

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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

The Twelve Roles of the Teacher (Harden et al 2002)

Assessor

Facilitator

Role model

Information provider

Resource developer

Planner

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

Task • As we go through each role

• List what activities you currently do in that role

• What evidence you can provide for this

Twelve Roles of the Teacher: Facilitator

Learning facilitator Mentor

Facilitator

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.

Twelve Roles of the Teacher: Role Model

Teaching role model

On-the-job role model

Role model

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

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.

Twelve Roles of the Teacher: Information Provider

Clinical or practical teacher

Lecturer Information provider

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

Twelve Roles of the Teacher: Resource Developer

Study guide producer Resource material creator

Resource developer

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

Twelve Roles of the Teacher: Planner

Curriculum planner

Course organiser

Planner

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

Twelve Roles of the Teacher: Assessor

Student assessor

Curriculum evaluator Assessor

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

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

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

The Twelve Roles of the Teacher (Harden et al 2002)

Assessor

Facilitator

Role model

Information provider

Resource developer

Planner

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

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

CREDENTIALISING YOUR WORK

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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

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

• 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?

www.ucl.ac.uk/medicalschool/teachingportal/

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

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

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

GOOD LUCK!

Email: g.myers@ucl.ac.uk

kazuya.iwata@ucl.ac.uk

Thank you!

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