Monitoring and evaluating clinical skills using a customised online learning portfolio

Research output: Chapter in Book/Report/Conference proceedingConference PaperOtherpeer-review

Abstract

In 2014 PebblePad was introduced into the Bachelor of Radiography and Medical Imaging (Hons) (BRadMedImg) program as an innovative clinical learning platform to replace the existing paper-based approach and improve communication between university staff and clinical supervisors. Previously students had used paper-based workbooks that contained information and space for almost everything they needed to read and complete for their clinical placements. Additionally university staff regularly visited students and clinical supervisors during each clinical rotation. Over time it became obvious we needed
to move into an online environment that would overcome restrictions associated with the traditional approach and engender more effective monitoring of student progress.
The BRadMedImg is an integrated academic and clinical 4 year degree program with an overt commitment to developing critically reflective radiographers with the multifaceted skill base to match (Baird 2009). The year level clinical workbooks used contract learning as a vehicle to facilitate the development of radiographic technical and procedural skills and radiographic professional skills. Despite the best of intentions these workbooks were seldom seen by clinicians and students as testament to the whole journey from student to registered radiographer. Workbooks failed to foster a “capstone” effort of capturing progression.
With the inception of the Medical Radiation Practice Board of Australia (MRPBA) in 2012 and the subsequent publication of the MRPBA professional capabilities framework, it became imperative to establish a more integrated and permanent system of monitoring and evidencing student clinical progression. In an environment comprising in excess of 100 clinical sites the introduction of PebblePad to our clinical partners and students was arduous and challenging. Nevertheless, persistence has had its rewards. PebblePad is at the heart of our clinical programme, with students and clinical partners now understanding
that PebblePad is much more than simply a repository for clinical documentation.
Original languageEnglish
Title of host publicationFuture Ready: Equipping learners for the journey ahead
Subtitle of host publicationA collection of case studies from PebbleBash 2016
EditorsAlison Poot
Place of PublicationTelford UK
PublisherPebble Learning Ltd
Pages19-26
Number of pages8
ISBN (Print)978-0-9565641-4-6
Publication statusPublished - 2016
EventPebbleBash '16 - University of Wolverhampton’s Telford Campus, Telford, United Kingdom
Duration: 12 Sep 201614 Sep 2016
http://www.pebblebash.co.uk/2016/default.aspx

Conference

ConferencePebbleBash '16
CountryUnited Kingdom
CityTelford
Period12/09/1614/09/16
Internet address

Cite this

Druva, R., Baird, M., & McInerney, J. (2016). Monitoring and evaluating clinical skills using a customised online learning portfolio. In A. Poot (Ed.), Future Ready: Equipping learners for the journey ahead: A collection of case studies from PebbleBash 2016 (pp. 19-26). Telford UK: Pebble Learning Ltd.
Druva, Ruth ; Baird, Marilyn ; McInerney, John. / Monitoring and evaluating clinical skills using a customised online learning portfolio. Future Ready: Equipping learners for the journey ahead: A collection of case studies from PebbleBash 2016. editor / Alison Poot. Telford UK : Pebble Learning Ltd, 2016. pp. 19-26
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title = "Monitoring and evaluating clinical skills using a customised online learning portfolio",
abstract = "In 2014 PebblePad was introduced into the Bachelor of Radiography and Medical Imaging (Hons) (BRadMedImg) program as an innovative clinical learning platform to replace the existing paper-based approach and improve communication between university staff and clinical supervisors. Previously students had used paper-based workbooks that contained information and space for almost everything they needed to read and complete for their clinical placements. Additionally university staff regularly visited students and clinical supervisors during each clinical rotation. Over time it became obvious we neededto move into an online environment that would overcome restrictions associated with the traditional approach and engender more effective monitoring of student progress.The BRadMedImg is an integrated academic and clinical 4 year degree program with an overt commitment to developing critically reflective radiographers with the multifaceted skill base to match (Baird 2009). The year level clinical workbooks used contract learning as a vehicle to facilitate the development of radiographic technical and procedural skills and radiographic professional skills. Despite the best of intentions these workbooks were seldom seen by clinicians and students as testament to the whole journey from student to registered radiographer. Workbooks failed to foster a “capstone” effort of capturing progression.With the inception of the Medical Radiation Practice Board of Australia (MRPBA) in 2012 and the subsequent publication of the MRPBA professional capabilities framework, it became imperative to establish a more integrated and permanent system of monitoring and evidencing student clinical progression. In an environment comprising in excess of 100 clinical sites the introduction of PebblePad to our clinical partners and students was arduous and challenging. Nevertheless, persistence has had its rewards. PebblePad is at the heart of our clinical programme, with students and clinical partners now understandingthat PebblePad is much more than simply a repository for clinical documentation.",
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Druva, R, Baird, M & McInerney, J 2016, Monitoring and evaluating clinical skills using a customised online learning portfolio. in A Poot (ed.), Future Ready: Equipping learners for the journey ahead: A collection of case studies from PebbleBash 2016. Pebble Learning Ltd, Telford UK, pp. 19-26, PebbleBash '16, Telford, United Kingdom, 12/09/16.

Monitoring and evaluating clinical skills using a customised online learning portfolio. / Druva, Ruth; Baird, Marilyn; McInerney, John.

Future Ready: Equipping learners for the journey ahead: A collection of case studies from PebbleBash 2016. ed. / Alison Poot. Telford UK : Pebble Learning Ltd, 2016. p. 19-26.

Research output: Chapter in Book/Report/Conference proceedingConference PaperOtherpeer-review

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AB - In 2014 PebblePad was introduced into the Bachelor of Radiography and Medical Imaging (Hons) (BRadMedImg) program as an innovative clinical learning platform to replace the existing paper-based approach and improve communication between university staff and clinical supervisors. Previously students had used paper-based workbooks that contained information and space for almost everything they needed to read and complete for their clinical placements. Additionally university staff regularly visited students and clinical supervisors during each clinical rotation. Over time it became obvious we neededto move into an online environment that would overcome restrictions associated with the traditional approach and engender more effective monitoring of student progress.The BRadMedImg is an integrated academic and clinical 4 year degree program with an overt commitment to developing critically reflective radiographers with the multifaceted skill base to match (Baird 2009). The year level clinical workbooks used contract learning as a vehicle to facilitate the development of radiographic technical and procedural skills and radiographic professional skills. Despite the best of intentions these workbooks were seldom seen by clinicians and students as testament to the whole journey from student to registered radiographer. Workbooks failed to foster a “capstone” effort of capturing progression.With the inception of the Medical Radiation Practice Board of Australia (MRPBA) in 2012 and the subsequent publication of the MRPBA professional capabilities framework, it became imperative to establish a more integrated and permanent system of monitoring and evidencing student clinical progression. In an environment comprising in excess of 100 clinical sites the introduction of PebblePad to our clinical partners and students was arduous and challenging. Nevertheless, persistence has had its rewards. PebblePad is at the heart of our clinical programme, with students and clinical partners now understandingthat PebblePad is much more than simply a repository for clinical documentation.

M3 - Conference Paper

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BT - Future Ready: Equipping learners for the journey ahead

A2 - Poot, Alison

PB - Pebble Learning Ltd

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Druva R, Baird M, McInerney J. Monitoring and evaluating clinical skills using a customised online learning portfolio. In Poot A, editor, Future Ready: Equipping learners for the journey ahead: A collection of case studies from PebbleBash 2016. Telford UK: Pebble Learning Ltd. 2016. p. 19-26