Скачать презентацию Learning tool for tomorrow s competent physicians The e Скачать презентацию Learning tool for tomorrow s competent physicians The e

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Learning tool for tomorrow’s competent physicians: The e. Folio Learning tool for tomorrow’s competent physicians: The e. Folio

DEFINTION OF PORTFOLIO • N. 1. A flat, portable case (as a briefcase, a DEFINTION OF PORTFOLIO • N. 1. A flat, portable case (as a briefcase, a large heavy envelope, or loose-leaf binder) for carrying papers or drawings. • 2. The office and functions of a minister of state or member of a cabinet. • 3. The securities held by an investor or the commercial paper held by a bank or other financial house Webster’s Third International Dictionary

Definition of e-folio Educational tools for documenting learner achievement of competence and fostering reflection Definition of e-folio Educational tools for documenting learner achievement of competence and fostering reflection on practice with the intent of improvement. – Longitudinal record of professional growth – Documents learning – Self-assessments – Assessment by others

State of e-folios • Many different e. Folios under development • UME Collaborative • State of e-folios • Many different e. Folios under development • UME Collaborative • ACGME Portfolio Project • We are poised to create a fragmented collection of tools that are not portable and cannot communicate.

Interest in a National e. Folio Framework • Colloquium (AAMC, NBME) May 2007 • Interest in a National e. Folio Framework • Colloquium (AAMC, NBME) May 2007 • Invitational Conference (AAMC, ACGME, FSMB, NBME) October 2007 • Aim – focus attention nationally on development of transportable, interoperable efolios that meet the needs of the individual physician and local programs

Potential purposes of efolio • Designation of learning objectives and expectations • Documentation of Potential purposes of efolio • Designation of learning objectives and expectations • Documentation of learning experience (case and • • • procedure logs) Performance measures and processes of care Patient outcomes Self-assessment (e. g. knowledge, skills, behaviors) Reflection and self-appraisal Mentoring External assessment of competencies Evaluation of programs Targeting of CME/CPD and maintaining CME/CPD logs Transparency for consumer choice

Proposed design principles • For physicians and their needs, regardless of national origin, site Proposed design principles • For physicians and their needs, regardless of national origin, site of training, experience, status of licensure and certification • Non-punitive system for private learning, self-assessment and self-improvement • State-of-the-art security and confidentiality

Proposed design principles • Individual physician controls access to data and can authorize transmission Proposed design principles • Individual physician controls access to data and can authorize transmission of select data to demonstrate proficiency or satisfy external mandates • Inter-operability across settings and transportability across the continuum of education and practice

Service and Functions Service and Functions

Private learning environment for the physician in practice • Self-assessment • Self-appraisal and reflection Private learning environment for the physician in practice • Self-assessment • Self-appraisal and reflection • ? Mentoring • Planning for self-improvement • Finding and tracking CME • ? Expunge data when no longer contributory

Documenting proficiency to public • Basic credentials (CV) for different purposes • External validation Documenting proficiency to public • Basic credentials (CV) for different purposes • External validation of data reported from private • • • learning environment Maintenance of certification Record of CME Licensure application Clinical privileges Facility accreditation

Challenges and Issues • Balancing learning and evaluative uses • Two structural layers – Challenges and Issues • Balancing learning and evaluative uses • Two structural layers – private and public • Protecting the private layers • Connecting efolios across the continuum • Managing efolio content at transitions along the education – practice continuum • Financial responsibility for the system

Challenges and Issues • Infrastructure to prepare both teachers and learners to use the Challenges and Issues • Infrastructure to prepare both teachers and learners to use the efolio • Infrastructure to assist practicing physicians to use the efolio • IMGs • Strategies and tools to stimulate skills of self-assessment

The Hope for E-folios • Connect medical education competencies • • • across the The Hope for E-folios • Connect medical education competencies • • • across the curriculum Function as epr- electronic physician record for the individual Facilitate reflective practice (competency of practice-based learning and improvement) Manage longitudinal data about individual physician’s patient outcomes