A Successful Faculty Development Program for Implementing a Sociocultural ePortfolio Assessment Tool
A Successful Faculty Development Program for Implementing a Sociocultural ePortfolio Assessment Tool
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DOI：
10.1097/acm.0000000000000120
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发表时间：
2014-02-01
影响因子：
7.4
通讯作者：
Lypson, Monica L.
中科院分区：
文献类型：
--
作者：
Perlman, Rachel L.;Christner, Jennifer;Lypson, Monica L.
Portfolio正在成为记录学习进展和评估能力的工具。ePortfolio作为一种便携式和流动的手段，记录大量学生的学习和相关经验，具有吸引力。在教育和培训的重要方面，如以病人为中心、疾病的文化背景以及不适合采用基于事实的评估方法的健康的社会决定因素，能力和学习可能特别难以记录。成功实施的方法，如电子档案袋需要明确的教师发展，因为许多教师有有限的专业知识与现代教育评估技术。作为作者在本科医学课程中引入社会文化电子档案袋评估工具的一部分，举办了三次教师发展研讨会，以扩大教师使用这种技术的技能。除了使用新的基于Web的技术获得舒适感外，教师还需要发展提供指导性反馈和激发学生反思的技能。研讨会是仿照文献中报道的其他成功的计划，并允许教师开发一个结构化的格式来评估学生的内容。教师们有多种机会练习他们新开发的技能，使用ePortfolio提供指导性思考。讲习班的评价是积极的，这表明教师参与讲习班是一个必要的组成部分，他们发展足够的评估技能，提供辅导反思。参加这个项目的教师，无论他们是否有社会文化医学方面的专业知识，都对实践教师发展项目进行了评估。
Portfolios are emerging as a tool for documenting learning progression and assessing competency. ePortfolios are appealing as a portable and fluid means of documenting both learning and relevant experiences in a large number of students. Competence and learning can be especially difficult to document in important aspects of education and training, such as patient-centeredness, the cultural context of disease, and social determinants of health that do not lend themselves to fact-based assessment methods. Successful implementation of a method such as an ePortfolio requires explicit faculty development, as many faculty members have limited expertise with modern educational assessment technology. As part of the authors' introduction of a Sociocultural ePortfolio Assessment Tool in the undergraduate medical curriculum, three faculty development workshops were held to expand faculty skills in using this technology. In addition to gaining comfort using a new Web-based technology, faculty members also needed to develop skills with providing mentored feedback and stimulating student reflection. Workshops were modeled after other successful programs reported in the literature and allowed faculty to develop a structured format for evaluating student content. Faculty members were given multiple opportunities to practice their newly developed skills providing mentored reflections using an ePortfolio. The workshop evaluations were positive, suggesting that faculty participation in the workshops were a necessary component for them to develop sufficient assessment skills for providing mentored reflection. Faculty members who participated in this programwhether or not they had content expertise in sociocultural medicinevalued the hands-on faculty development program.