How useful are structured electronic Portfolio templates to encourage reflective practice?

Goodyear, Helen; Bindal, Taruna; Wall, Danielle

doi:10.3109/0142159x.2012.732246

Cited by 22 publications

(15 citation statements)

References 3 publications

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“…In contrast, there is extensive published research in other areas of health education such as the medical sciences, on the use of portfolios, e-portfolios, and blogs. 7,18,58,65,66,71,76,82,86,88,89 Implementation of a pharmacist's blog with multidisciplinary team members could improve information exchange and assist with collaboration of ideas, recommendations of alternative medicine regimens, and sharing of experiences by other health professionals.…”

Section: Reflective Practice In Pharmacy Educationmentioning

confidence: 99%

Reflective Practice and Its Implications for Pharmacy Education

Tsingos

Bosnic‐Anticevich

Smith

2014

American Journal of Pharmaceutical Education

118

116

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Pharmacy students require critical-thinking and problem-solving skills to integrate theory learned in the classroom with the complexities of practice, yet many pharmacy students fall short of acquiring these skills.1-2 Reflective practice activities encourage learning from the student's own experiences and those of others, and offer a possible solution for the integration of knowledge-based curricula with the ambiguities of practice, as well as enhance communication and collaboration within a multidisciplinary team. Although reflective practices have been embraced elsewhere in health professions education, their strengths and shortcomings need to be considered when implementing such practices into pharmacy curricula. This review provides an overview of the evolution of theories related to reflective practice, critically examines the use of reflective tools (such as portfolios and blogs), and discusses the implications of implementing reflective practices in pharmacy education.

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Section: Reflective Practice In Pharmacy Educationmentioning

confidence: 99%

Reflective Practice and Its Implications for Pharmacy Education

Tsingos

Bosnic‐Anticevich

Smith

2014

American Journal of Pharmaceutical Education

118

116

View full text Add to dashboard Cite

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“…Por otra parte, la discrepancia de opinión entre sendos colectivos puede ser debida a la propia estructura del portafolios (Goodyear, Bindal y Wall, 2013). Por ejem-plo, reducir la información contenida en dicho instrumento exclusivamente a datos cualitativos no deja de ser subjetiva.…”

Section: Discusión Y Conclusionesunclassified

Evaluación de competencias prácticas clínicas por el alumnado y el profesorado a través del portafolios

et al. 2016

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La evaluación de las competencias prácticas clínicas que los estudiantes de Medicina adquieren al realizar su rotatorio en un hospital es algo bastante inusual en la universidad española. Y mucho menos lo es la participación del alumnado en dicha evaluación. Las prácticas son obligatorias, sin más, no están sujetas a ninguna evaluación. En esta investigación, mediante la utilización de un portafolios y una lista de verificación, se pretendió conocer el porcentaje de estudiantes que cursan 5º de Licenciado en Medicina que adquiere las competencias y resultados de aprendizaje previstos para este período de tiempo en la asignatura de Traumatología, tanto desde la percepción del profesorado como del alumnado. Los resultados indicaron que, a nivel global, según los alumnos, el porcentaje de éstos que desarrollaron las competencias fue notable, mientras que, para los docentes, dicho porcentaje fue moderado. Prácticamente en todos los resultados de aprendizaje los estudiantes realizaron valoraciones superiores al profesorado, no existiendo en la mayoría de las ocasiones correlación significativa entre sendas percepciones. Asimismo, no se encontraron diferencias significativas en función del sexo de los estudiantes y únicamente en algunas ocasiones, sí se hallaron en función del hospital en el que los alumnos realizaron sus prácticas. Como conclusión, expresamos la necesidad de ir mejorando progresivamente el portafolios como instrumento de aprendizaje y evaluación de competencias.

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“…THE CAKE STUDY: CAKE AIDS KNOWLEDGE AND EXPERIENCE 1 AC Battersby, 2 JM Spencer, 3 EC Weldon; 1 Institute of Cellular Medicine, Newcastle University, Newcastle-Upon-Tyne, UK; 2 Neonates, Royal Victoria Infirmary, Newcastle-Upon-Tyne, UK; 3 Paediatrics, Northern Deanery, Newcastle-Upon-Tyne, UK 10.1136/archdischild-2014-306237.266 Background 'See one, do one, teach one' has long been the philosophy when it comes to developing procedural skills in medicine. Anecdotally trainees do not feel confident when undertaking procedures such as umbilical cannulation, in the neonatal intensive care environment.…”

Section: G269mentioning

confidence: 99%

G270(P) Videoconferencing as an educational tool for UK Paediatric Intensive Care training

Nayak

Morris

Mahoney

et al. 2014

Archives of Disease in Childhood

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Introduction Innovative education and learning processes are increasingly important tools to enhance the knowledge and experience of trainees in Paediatric Intensive Care (PIC). Working within the constraints of European working time directives has placed severe restriction on the continuity and overall duration of PIC training. The experience gained at individual PICUs can vary depending on the size of their subspecialist programs. The potential for exchange of experience between trainees at different units is limited. Videoconferencing technology has been used between international PICUs (Toronto/Boston) as an educational tool but has not been used previously within the UK. Outline of innovation/good practice In June 2010, BCH launched the use of inter-PICU videoconferencing across PICUs in 3 major children’s hospitals in the UK. As a result of its success, we have included 2 further PICUs for tri-PICU videoconferencing. A videoconference is conducted every 2–3 months with the three centres rotating the turn to present a case. The duration is 1 h with a trainee-delivered presentation and consultant-facilitated review following that. Focus has been on interesting cases with learning points. Questions are asked and discussion encouraged between all centres as the presentation progresses. A brief literature review is presented towards the end. Relevant specialty team is also invited to contribute their specialist knowledge. Policies and patient care pathways also discussed, for example strategies for minimising healthcare associated infections, cervical spine clearance and collar removal in traumatic injuries. Technology: ‘N3’ secure NHS network with the advantage of interlinking unlimited centres and also the ability for a trainee/expert/nursing staff to log-in from any computer and participate in the discussion in the future. Outcome/discussion/conclusions: Feedback from trainees and consultants has been very positive and indicated the need for regular conferences. Consultant participation across the centres has improved with time and is felt by trainees to enhance educational value. Tri-PICU videoconferencing can promote a sense of ‘PICUs without boundaries’ and allow sharing of educational resources. We believe this approach can be replicated between other paediatric units who could form networks of their own, with participation of international centres as an option.

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How useful are structured electronic Portfolio templates to encourage reflective practice?

Cited by 22 publications

References 3 publications

Reflective Practice and Its Implications for Pharmacy Education

Reflective Practice and Its Implications for Pharmacy Education

Evaluación de competencias prácticas clínicas por el alumnado y el profesorado a través del portafolios

G270(P) Videoconferencing as an educational tool for UK Paediatric Intensive Care training

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