Online Faculty Development for Implementation and Use of Student Portfolios

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.

Organizing online faculty development programs to strengthen medical education in India: Need of the hour

“…In addition, FDPs have a limited number of slots available, requiring additional resources to duplicate the course to allow for the entirety of faculty to be trained. [2][3][4] Owing to the emergence of the coronavirus disease 2019 (COVID-19) pandemic, as a part of the response plan and in order to reduce the transmission of the infection, multiple interventions have been taken by policymakers. One of these interventions has been the closure of all educational institutions, including medical schools.…”

“…This creates opportunity for faculty members who are unable to participate in routine sessions due to excessive workload. [2][3][4] Moreover, it is high time that the focus of administrators should be shifted toward online FDPs as they are visually appealing, aid in obtaining comprehensive feedback, and provide opportunities for reflections. Further, FDPs envisage reinforcement of best practices, enable better communication, and aid in the development of leadership qualities among the resource person and participants.…”

“…Moreover, these FDPs are an effective tool to ensure capacity building and warrant that participants develop control over e-learning tools. [3,4] In addition, online programs give opportunity for self-directed learning, introspection of the faculty members, and neutralizing inhibitions; are cost-effective (such as more number of faculty members can attend as per their convenience and it becomes easy to store and retrieve the proceedings); and can be more appealing through periodic assessment and feedbacks. In the long run, it can act as a strategy for better retention of the faculty members in the institution as they can plan their own professional growth and become lifelong learners.…”

“…In the long run, it can act as a strategy for better retention of the faculty members in the institution as they can plan their own professional growth and become lifelong learners. [3,4,6] In the process of successful implementation of competency-based curriculum for the medical undergraduate courses, online FDPs can significantly help in improving the competence level of faculty members regardless of the geographical settings. [1,2,4] These online FDP sessions can aid in the planning, scheduling of timetables, and implementation of the curriculum.…”

“…[3,4,6] In the process of successful implementation of competency-based curriculum for the medical undergraduate courses, online FDPs can significantly help in improving the competence level of faculty members regardless of the geographical settings. [1,2,4] These online FDP sessions can aid in the planning, scheduling of timetables, and implementation of the curriculum. In addition, the sessions will help in improving the skills of faculty in mentoring and conducting educational research and improve the art of giving feedback.…”