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Online Faculty Development for Implementation and Use of Student Portfolios
Zareen Zaidi1, Ashleigh Wright2, Monica Bailey3
1Associate Professor, Department of Medicine, University of Florida College of Medicine.
Mededportal : the Journal of Teaching and Learning Resources
|April 23, 2019
Summary
Online faculty development modules enhance knowledge and confidence in implementing medical education portfolios. These resources support faculty in planning and evaluating portfolios, improving professional development and task completion.
Area of Science:
- Medical Education
- Faculty Development
- Assessment Tools
Background:
- Portfolios are increasingly used in medical education for evaluating learning and authentic tasks.
- Effective faculty development is crucial for successful portfolio implementation, yet resources are limited.
- Online modules were developed to address this gap, offering pedagogical information and practical guidance.
Purpose of the Study:
- To develop and evaluate online faculty development modules for medical education portfolios.
- To provide accessible resources for faculty involved in portfolio creation and assessment.
Main Methods:
- Developed downloadable online modules (approx. 45 minutes) with pedagogical content and literature-based resources.
- Included sample questions for facilitating faculty discussions on portfolio planning and evaluation.
- Modules were designed for self-paced learning and could be paused at any time.
Main Results:
- Modules were well-received by faculty across four medical schools.
- Significant increase in faculty knowledge, with 41% feeling very knowledgeable post-module (vs. 11% pre-module).
- Faculty reported increased interest and confidence in developing institutional portfolios and considered mandatory use for coaches.
Conclusions:
- Online modules are effective for individual faculty self-development in portfolio education.
- Modules can be integrated into faculty development sessions for portfolio coaches and mentors.
- These resources are valuable for faculty during the initial planning stages of implementing institutional portfolios.
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