The presentation will outline the successes and challenges of introducing an electronic portfolio to first year students using MKM software. At the School of Medicine at Western Sydney University a portfolio was introduced to first year students in 2019 to promote self-regulated learning and skills in reflection. Student portfolios are reviewed and discussed with academic advisors. Curriculum design and teaching students, advisors and staff are critical to the successful implementation of a portfolio.

1. Selling a Portfolio
to first years
Dr Jenny McDonald
Medical Education Unit
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2. MD enhancements in 2019
Scholarly
Project
Professional
Portfolio
Research
Skills

3. Four things that helped
1. Purpose
2. Planning
3. Promotion
4. Listening to feedback
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4. Erik Driessen1
e.driessen@maastrichtuniversity.nl
Department of Educational Development & Research, Faculty of Health
Medicine and Life
Sciences, Maastricht University, Maastricht, The Netherlands
Published online March 2016
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5. Some potential problems
• Competency based portfolios (can) degenerate into bureaucratic
exercises
• ‘Few things seem to irritate doctors and medical students so much as
mandatory reflection’
• Self-reflection may be viewed by students as an act of confession
• Without mentoring, portfolios have no future
• Recommended a comprehensive portfolio
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6. Patient care
Community
Personal & Prof
Development
Science & research
Our comprehensive portfolio
Portfolio Assessment
Collect
ReflectSort
Work
place
learning
Tests
Lectures
&
tutorials
Learning plan
& interview
Curriculum
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Course Graduate Outcomes

7. The purpose of the portfolio
Intro to collection
& reflection
Adaptation to
WPL
Preparing for
practice
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Years 1 and 2 Year 3 Years 4 and 5
Promote insight into skills and knowledge and self-regulated learning
Essential skills for students and clinicians

8. Sell the idea to the students
Drucker, P. F. (1999). Managing oneself. Harvard business review, 77(2), 64-185.
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9. • Scaffold the collection,
reflections & learning plans
• Be very prescriptive
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10. Integrate the portfolio with the course
• Let your PBL tutors nudge the students
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11. PBL mechanisms
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12. Sell the idea to the faculty
• Clinicians and academics were recruited to the assessment process
• Both were surprised by how much they learned from the students
• One advisor was better than two
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13. MKM Myshowcase.me software
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14. Teach the technicalities
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15. Selling reflection: Gibbs only works for some
Experience
Evaluation
Conclusion
Plan
Personal
bias
Others’
perspectives
The
literature
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(Gibbs, 1988)

16. I used anatomy
“has been easy to understand and I love it; really horrible; usually
boring and pretty straight forward; overwhelming; exceedingly
fascinating; essential; monotonous; so complex and yet so
beautiful; challenging and rewarding; confronting and thought-
provoking; amazing; straightforward but time consuming; a power plant
working in synchronicity; sophisticated and intertwining nature;
quintessential medical school experience
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17. Student feedback 2019
“The advice from the advisors was valuable and individualised
“more feedback; can the interviewers actually talk to me please?
“more open and honest about my actual struggles in medicine without
the need to sugar coat and play down how much I’m really struggling
“Please don't try to roast students... I got bit scared
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18. Coach not judge
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6/Yoda_SWSB.png/ https://images.app.goo.gl/mFjo8AVMATn4Q5XcA

19. Student feedback 2020
“It actually made me think about what my learning strategy was,
whether it was working and how I might improve it
“I wouldn’t change it. thoroughly enjoyed it
“Quite easy to have a two way conversation which was open and
informative
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20. Conclusion
So far our portfolio success relates to
• Carefully consideration about design, promotion and teaching
• Recruitment of staff across the School to assess student portfolios
• Response to student feedback
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