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Abstract:Recent legislative changes, that affect all healthcare practitioners in New Zealand, have resulted in mandatory audits of practitioners who are now required to provide evidence of competence and continued professional development in the form of a professional portfolio. These changes were the motivation for our development of an electronic portfolio (ePortfolio) suitable for both undergraduate and life-long learning. Bachelor of Oral Health (BOH) students, studying to qualify as Dental Hygienists and Dental Th… Show more
“…The link to professional skills, life-long learning and ongoing professional accreditation is also increasingly noticed by professionally related researchers. For example, in dentistry, Kardos, Cook, Butson and Kardos (2008) have been exploring the development of an e-portfolio for lifelong reflective learning and auditable professional certification.…”
Section: Do I Deserve a Phd? May I Join Your Club? Do I Belong?mentioning
The focus of this paper is on the use of e-technologies to enable higher education to better assess aspects of learning that have proved difficult to assess using more conventional means. Higher education describes the knowledge and abilities it intends its graduates to have acquired before graduation, and it has a wide range of approaches to assess these. Higher education also seeks affective outcomes in the form of values, attitudes, behaviours and related attributes or dispositions, and these have consistently proved more difficult to assess by examination or assignment. After graduation, however, graduates are often assessed within the professions via portfolios, interview and peer or expert review. Assessment may focus on teamwork and networking skills, productivity, creativity and values fit to the profession. How can e-technologies help with these forms of assessment? This paper reviews some of the e-based approaches and explorations that have supported or could support assessment of affective attributes. At each stage, the paper seeks to establish the common elements of assessment in the different regimes and how e-assessment contributes, or may contribute in the future. The paper concludes that many of the strengths of e-assessment lend themselves to an evaluation paradigm rather than to conventional assessment for intended learning outcomes.
“…The link to professional skills, life-long learning and ongoing professional accreditation is also increasingly noticed by professionally related researchers. For example, in dentistry, Kardos, Cook, Butson and Kardos (2008) have been exploring the development of an e-portfolio for lifelong reflective learning and auditable professional certification.…”
Section: Do I Deserve a Phd? May I Join Your Club? Do I Belong?mentioning
The focus of this paper is on the use of e-technologies to enable higher education to better assess aspects of learning that have proved difficult to assess using more conventional means. Higher education describes the knowledge and abilities it intends its graduates to have acquired before graduation, and it has a wide range of approaches to assess these. Higher education also seeks affective outcomes in the form of values, attitudes, behaviours and related attributes or dispositions, and these have consistently proved more difficult to assess by examination or assignment. After graduation, however, graduates are often assessed within the professions via portfolios, interview and peer or expert review. Assessment may focus on teamwork and networking skills, productivity, creativity and values fit to the profession. How can e-technologies help with these forms of assessment? This paper reviews some of the e-based approaches and explorations that have supported or could support assessment of affective attributes. At each stage, the paper seeks to establish the common elements of assessment in the different regimes and how e-assessment contributes, or may contribute in the future. The paper concludes that many of the strengths of e-assessment lend themselves to an evaluation paradigm rather than to conventional assessment for intended learning outcomes.
“…It is also increasingly common for schools to employ an electronic portfolio combining clinical activity, performance and reflective practise in order to longitudinally track student progress (Villalonga et al 2014, Vernazza et al 2011, Kardos et al 2009, and this approach is recommended.…”
This position paper outlines the areas of competence and learning outcomes of "The Graduating European Dentist" that specifically relate to Safe and Effective Clinical Practice. Dentists are required to ensure that they are capable of providing appropriate care for their patients, whilst also effectively managing and leading the wider clinical team. The care that is provided should align to a contemporaneous evidence base wherever possible, and the quality of care and the management systems that underpin it should be regularly audited and improved.
“…Several approaches to measure students' reflectivity have been proposed. These include reflective writings (17,18,27,(34)(35)(36)(37)(38)(39), self-report questionnaires (22,(40)(41)(42), reflective blogging (43), semi-structured questionnaires with reflection-evoking case vignettes (44), surveys of attitudes and reflective portfolios (45)(46)(47)(48), and interviews (36,49).…”
To foster reflective thinking, tutoring should primarily be focused on younger students (≤23 years old) and those without a previous university degree. Further, a wide variety of assessment methods is suggested to stimulate different reflective constructs.
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