Just some thoughts on terminology rather than technology
There is a great opportunity to once and fall clear up confusion about:
Innovation, innovating and innovators
Innovation – a proven new ‘thing’ that revolutionises, improves value or changes for the better the ways things are done – the emphasis is on the ‘proven’ which may be only in the locality in which it was developed
Innovating – methods of doing something different which have face validity (appear to look good) but may not have proven their worth
Innovators – people who do innovating stuff and sometimes produce an innovation
This is VERY different from implementation which is a challenge in its own right.
An innovating new technology maybe proposed by an innovator and yet it might not be an innovation
An innovation may be brilliant in its location of validation but is only seen as innovating elsewhere because it is difficult to replicate.
So for example a website that promotes innovation must be more than simply a collection of innovators promoting innovating technologies. What we want are innovations which can be implemented elsewhere
The implementation of work place based assessments (WPBA) into curricula, partly as a result of the modernising medical careers programme, has generated a great deal of commentary and angst amongst trainees and trainers[1,2,3]. Recently as a result of communication via twitter a blog – “The NHS Portfolio revolution starts here” has promoted discussion on the use of the e-portfolio. The Academy of Medical Royal Colleges (AoMRC) Trainee Doctors Group (mission statement) met with Karen Begg (ePortfolio Projects Manager at NHS Education for Scotland). Formal minutes of that meeting will be available when approved by the ATDG. In the interim the following represents some key points to consider when developing future policy. They are the views of the author (Damian Roland and NOT the AoMRC).
- The e-portfolio is a repository of information and assessments which are devised by individual colleges and the foundation school programme. The educational principles surrounding the delivery and use of WPBA should not be confused with the educational and practical delivery of the e-portfolio.
- E-portfolios are have been delivered by organizations which also create and define assessment standards, including WPBAs. RPscyh and RCS are examples of this. NHS Education for Scotland delivers portfolios for a number of colleges and although a bespoke interface is devised for each, the underlying construct (and server) is the same. Assessors need consistency in their interfaces but may deal with trainees from a number of difference colleges. This inherently produces difficulties. Reviewing the tradeoff between generic and specialty specific e-portfolio is important.
- Updating and technological enhancing any large scale electronic interface is a resource intensive activity. Ensuring contracts with developers allow for open source software to be developed may reduce these costs
- Trainee engagement should occur at all phases of e-portfolio design and testing. Developers, Colleges, and Trainee groups must all work together to ensure representation is occurring and appropriately governed.
- Training in utilising WPBA and the e-portfolio for Trainees and Assessors (of all grades) must be relevant and obtainable. The GMC’s proposed accreditation of trainers will be valuable in this regard.
There remain significant challenges to ensuring the assessment of postgraduate medical education training is valid and reliable. Continuing engagement by all parties in a constructive manner is vital but is important that credible change is seen to occur as the status quo is ultimately not in patients best interests
 Miller A and Archer J. Impact of workplace based assessment on doctors’ education and performance: a systematic review BMJ 2010; 341 doi: 10.1136/bmj.c5064
 Pathan T and Salter M. Attitude to workplace-based assessment Psychiatric Bulletin September 2008 32:359;
 Roland D, Brown C, Long A and Newell S. Paediatric Consultants experience of WPBA. Oral presentation at Association of Medical Education Europe Glasgow 2010 and A Trainee’s view of workplace based assessment [NCAT National Multispecialty Conference 2011]
A collection of my favourite tweets from the Association of the study of Medical Education Annual Conference 2012 (I wasn’t there!)
There is a spectrum from technology-enhanced learning to technology-impairing learning
Virtual patients: the teaching should drive the technology design rather than the technology driving the instructional design
The distinction between content, outcome and process is important in assessing or evaluating performance in medical education
“Students want more formative assessment” – how do anecdotes about what this means differ from literature about what this means?
@rakeshspatel @ atthepage the missing discourse at #asme2012 – theoretical framings of medical education?
andrewspong: Ten reasons why doctors should use Twitterhttp://bit.ly/NIGIuR | STweM #hcsmeu #hcsmin #asme2012 #hcp #meded @ amcunningham
@RonanTKavanagh @ nlafferty I have read more journal articles via twitter links than i’ve ever read before. #asme2012 @ rakeshspatel
@amcunningham model of care should/is moving to consultant delivered care – trainee numbers are going down – the change will come! #asme2012
rakeshspatel: Jane Currie … “There will be more reflection at #asme2012 than in a hall of mirrors!”” I stole that from twitter already!
#ASME2012 preliminary findings on virtual patient design indicate students prefer the simpler linear cases to more complex branching ones
#asme2012 when researchers gave professional med student dilemma scenarios to faculty… There was disagreement +++ #professionalism
I think the distinction between ‘expert’ and student is a bit over simplistic… What is an expert, and in which realms?
@welsh_gas_doc @ dr_fiona there are a few talks at #asme2012about use of WBAs and reflection. Am I naive to think improvements can be made?
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