Abstract
This paper discusses how the authors have blended a selection of digital technologies to enhance clinical skills learning with undergraduate healthcare students. The project combined simulation scenarios, video podcasts and blog based reflection within an ePortfolio (PebblePad). The ePortfolio acted as a repository for the digital media, and provided a scaffold for students to reflect on their clinical skill acquisition and evidence their learning journey. The students perceived this blend of technologies positively and valued the opportunities for learning and development beyond the original simulation and debrief.
Reflection on clinical experiences to enhance skill development is an essential ability for all healthcare students. However, the challenge of embedding reflection within curricula remains a difficult one. Combining high-fidelity, clinical simulation activities, podcasts of these activities and peer-reviewed blogs provides an environment in which MSc (Pre-registration) Physiotherapy students at MMU are encouraged to reflect on their skills development. This supportive and informal environment allows students to review their clinical decision-making and practical skills, explore their reflections and receive feedback from their peers to add depth and scope.
Reflection on clinical experiences to enhance skill development is an essential ability for all healthcare students. However, the challenge of embedding reflection within curricula remains a difficult one. Combining high-fidelity, clinical simulation activities, podcasts of these activities and peer-reviewed blogs provides an environment in which MSc (Pre-registration) Physiotherapy students at MMU are encouraged to reflect on their skills development. This supportive and informal environment allows students to review their clinical decision-making and practical skills, explore their reflections and receive feedback from their peers to add depth and scope.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of ePIC 2012, the 10th International ePortfolio and Identity Conference |
| Place of Publication | Poitiers |
| Publisher | ADPIOS |
| Pages | 16-19 |
| Number of pages | 4 |
| ISBN (Print) | 9782954014418 |
| Publication status | Published - Dec 2012 |
| Externally published | Yes |
| Event | The 10th International ePortfolio and Identity Conference - London, United Kingdom Duration: 9 Jul 2012 → 11 Jul 2012 Conference number: 10th |
Conference
| Conference | The 10th International ePortfolio and Identity Conference |
|---|---|
| Abbreviated title | ePIC 2012 |
| Country/Territory | United Kingdom |
| City | London |
| Period | 9/07/12 → 11/07/12 |
| Other | The worldwide emergence of ePortfolios is an indicator of the need to review our approach to education and lifelong learning, at the same time demonstrating that it is possible to make learning and assessment more authentic and integrated. ePortfolios are at the source of a new generation of tools dedicated to valuing and celebrating the achievements of the individual, from nursery school to lifelong and life-wide learning. It is also a technology reinforcing the link between individual, organisational and community learning. Over the last ten years, considerable effort has been invested in the development of ePortfolio technologies and practice. To further developments in this field, the main goal of the 10th international ePortfolio and Identity Conference is to offer a forum where researchers and practitioners can discuss theoretical aspects, open issues, and innovative approaches and share the latest advances in the state of the art and practices in: - development of lifelong learner / professional / citizen identity; - individual / community ePortfolios and identities; - recognition of informal, lifelong and life-wide learning; - accreditation of prior experience and learning (APEL), curriculum design and assessment; - integrative learning and holistic development; - continuing professional development and sustainable employability; - development of distributed ‘communities of practice’, community and organisational development. |