Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.584906
Title: Development of agreed learning outcomes and the associated use and perceived value of a reflective e-portfolio in a specialist orthodontic training programme
Author: Tonni, Ingrid
Awarding Body: Cardiff University
Current Institution: Cardiff University
Date of Award: 2010
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Abstract:
AIMS To achieve consensus on learning outcomes and assessment among staff members within the postgraduate orthodontic programme in Cardiff. To highlight students' and mentors' attitudes to the introduction of a reflective e- portfolio used as a formative and summative assessment tool for reflective abilities, professionalism and learning outcomes in the postgraduate orthodontic programme in Cardiff METHODS A 2-round modified Delphi process was employed to achieve staff members' consensus with regards to the learning outcomes and assessment methods, which initially were defined according to the literature. A 2-stage evaluation research approach was chosen to study the implementation of the e-portfolio in the orthodontic training programme in Cardiff. The e-portfolio was piloted for two months and supervisors' and students' opinions on its content, format and impact on learning were collected from questionnaires. The possibility of using the e-portfolio as an assessment tool was identified by means of mentor interviews and student focus groups after piloting it for one academic year. RESULTS The staff members' consensus achieved in the Delphi process was 98.4% for the learning outcomes and assessment. From the analysis of the first pilot data, supervisors and students showed equal technical difficulties with the e-portfolio, but supervisors expressed more positive support of the e-portfolio as a learning experience compared with students who had more reservations. The second pilot underlined the students' and mentors' support for the use of the e-portfolio as a formative and summative assessment tool for students' reflective skills, professionalism and learning outcomes. CONCLUSION A modified Delphi technique facilitated the process of curriculum revision of the orthodontic specialist training programme in Cardiff. The use of the orthodontic e-portfolio as a learning and assessment tool might depend on changes in the structure of the portfolio, in the traditional system of assessment and in the thinking of the persons involved and responsible for its delivery.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.584906  DOI: Not available
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