Transcript Portfolio Learning – The Good, The Bad and The Ugly!

Portfolio Learning – The Good,
The Bad and The Ugly!
Phil Rayner
GP Trainer and Lead Programme
Director – Nottingham GP StP
Objectives of this Session
• Share experiences of working with trainee
portfolios
• Review the theory behind portfolios
• Use examples to identify why some learners
struggle
• Identify how we as PDs/ TPDs can support
portfolio learning?
• If time practice our own reflective writing
skills
For example
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GP trainees have an e-portfolio
Contributes to evidence for WPBA
3rd component of MRCGP
Comprises – PDP, Shared Learning log,
Asessments, PSQ, MSF, Procedures Log,
Supervisor reports, Educators notes.
• Demonstrates – curriculum coverage,
competency attainment.
But why have a portfolio at all?
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Record of learning?
Tool for assessment?
Promotes reflection?
Improves learning efficiency?
Promotes ‘deeper’ learning?
Learner led?
Reflection
‘A Tick Box Exercise or Learning for All?’
– Macaulay & Winyard BMJ 17/11/12
Part of GMC core guidance in GM Practice
We are all required to ‘reflect regularly on our
standards of medical practice’
So what’s the theory behind
reflection?
• In essence• Thinking leads to Emotion leads to Action!
John Dewey (1933)
• ‘Active, Persistent and careful consideration of
any belief’
David Boud (1985)
• ‘Exploring Experience to lead to new
Understanding & Appreciation’
Stephen Kremmis (1985)
• ‘Active process, …from experiences, …relates
to theory or previous learning and leads to an
action plan’
Chris Johns (1995)
• ‘Personal process, … assessment
understanding and learning from experiences,
… leads to change for the individual and new
learning.’
Donald Schon (1987)
• Described ‘Professionals working in the
swampy lowlands’.
• Outlined ‘reflection in action’ & ‘reflection on
action’
Jack Mezirow (1981)
• ‘Ultimately the outcome of reflection is
Learning’
• It broadens knowledge
• It develops skills
• It changes attitudes
But only if done well?!
Examples of GP trainee learning log
entries
The Good, The Bad and The Ugly?
What do you think about them?
How would you help this trainee?
How do we promote learning from a log entry?
The ISCE model
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Information Provided
Self Awareness
Critical Analysis
Evidence of Learning
From Atkins & Murphy
There's also Kolb (1984)
Or Gibbs (1988)
Practising reflection
• Reflective writing exercises?
• Superficial reflectors – how do we help them?
• Attitudinal barriers- how do we break them
down?
• Activity!
Suggestions?
• Clear objectives of the reflective process
• Teach learners how to reflect (use a critical
reflection checklist?)
• Make it easy to record
• Discuss reflections with someone (but are they
trained to do this?)
• Make reflective practice and debriefing central to
clinical activities
• ‘Informal’ case discussion can also count!
Consider 1 of these pictures – what do you see, how does it
make you feel, how could you relate it to your practice?
For proper reflection you need
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Open-mindedness
A commitment to self-enquiry
Motivation
A readiness to change practice
Richardson & Maltby (1995)
‘Critical’ Reflection
• Linking past present and future experience
• Integrating the cognitive and emotional
experience
• Considering the experience from multiple
perspectives
• Re framing the experience
• Stating the lessons learnt
• Planning for future learning or behaviour
Summary
• Shared experiences of working with trainee
portfolios
• Reviewed the theory behind portfolios
• Used examples to identify why some learners
struggle
• Discussed how we as PDs/ TPDs can support
portfolio learning.
• Practised our own reflective writing skills
Questions?