Cross faculty implementation of myprogress

Cross-faculty implementation of Myprogress

Luke Woodham,St. George’s, University of London

Medicine and Healthcare at St.George’s, University of London

• Specialist health sciences university – joint site with hospital• Joint faculty with Kingston

University• Range of courses in medicine

and healthcare• e-Learning Unit–Provide and manage electronic

educational resources for the curriculum –Coordinate overall project for

Myprogress implementation

Medicine - WPBAs at SGULYear 1 Year 2 Year 3 Year 4 Year 5

Basic Science Transition Pre-Clinical Practice

FoundationMBBS5Year 1

Transitional(T) Year

MBBS5Year 2

MBBS4Year 1

Penultimate(P) Year

Final(F) Year

Workplace-based assessments• Key element in both learning

(formative) and summative assessment of clinical competency

E-Portfolio Aims

• Students “own” their own data–Provide learners with real-time access to their

progress–Ability to identify own opportunities for learning,

reflect upon own practice–Evidence of own progress facilitates transition to

clinical practice•Mechanisms for providing feedback–Evidence submitted directly to academic tutors,

tools for returning comments• Reduced administration load

Meeting Expected Challenges - Key System Requirements

• Flexibility–able to apply to range of courses–able to adapt to future changes• Robust–Meeting support challenges across several courses

and many geographically disparate sites• Appropriate to clinical environment–Lack of access to traditional PC workstations–Variable access to Wif–Differing working practices across sites–Usability – varying ability of assessors to embrace

new technology

MyProgress

•Web-based–Hosted solution –

Commercially developed by MyKnowledgeMap–All data stored

centrally• Allows data input

from both the web and mobile devices–Cross-platform•Works offline–Downloads new

assessments for use offline–Uploads completed

assessments back to system

www.myknowledgemap.com

Assessment functionality• Free text•MCQs• File uploads• Likert matrix• Reflective

blog posts

Assessment Verifcation

• Email sent to clinical assessor once assessment has been submitted• Prevents students from using assessors’ email

addresses to verify an assessment without their permission

Student-centred functionality

• Simple, real time access for students to keep track of their own completed assessments and their progress, both on desktop and mobile devices.• Allows academic tutors to give feedback

directly to students.–Monitor on going student progress in real-time and

resolve potential issues before they arise.• Assessments can be linked to a competency

framework to aid with monitoring progress

Pilots

• Series of pilots – Medicine and Radiography–Iterative improvements based upon feedback• Pilot 1 – Bring your own device (Smartphones)• Pilot 2 and 3 – Provided device (7” Tablets)–Expanding scope• Multiple attachments and sites• Increased participant numbers

• Feedback–Online survey• Students and Assessors• Survey designed to be used for all attachments/courses–Verbal and e-mailed feedback

Results• Increase in number of assessments completed

– or at least submitted• Improved feedback from using tablets

Feedback & Challenges

• “Faster, efficient, saves a bunch of paperwork”–Addresses many issues of paper-based system

• “[Paper is] easier to carry and less time consuming, but electronic devices are good for monitoring progress”–Paper has some perceived advantages

• “I was not sure whether my WBAs went through the system even after synchronizing”–Training students to fully realise the benefits

Feedback & Challenges

• “In terms of interface and actual usability of the app, the only issue I had was I needed to zoom out -would be nice to be able to zoom out even more. Otherwise it's very easy to use and understandable.“–Usability tweaks

• “If I'm honest doing paper CBD and cexes is a lot less complicated! I've forgotten to charge/bring in the tablet a few times meaning I can't get forms done, and I've also forgotten to get the paper counterpart signed on some occasions as well.”–Changing the culture

Myprogress – current usage

• Rolled out–Diagnostic Radiography – Apr 2014, 60 students–2nd/3rd Year Medicine – Sept 2014, 300 students–St. George’s Award for personal and community

development activities – Sept 2014, enrollment on demand

• Prospective–Therapeutic Radiography–Paramedic Sciences–PGCert in Healthcare Education–Nursing

Transitional Year - Structure

• 3 placements – Medicine, Surgery, GP – interspersed with curriculum based around PBL–5 week duration–Multiple sites across South-West London and

beyond• Students divided into two streams – at any one

time half on placement, half doing Problem-Based Learning•Workplace-based assessment schedule–14 out of 16 types of DOPS across 2 years–5 Essential Clinical Skills (DOPS)–2 Mini-CEX per placement–1 CBD per placement• Performance and Professionalism sign-off after

each attachment• Students are in charge of getting their own

assessments completed (except for sign-off)

Mobile Devices

• ASUS Memo Pad HD 7–7 inch Android tablet–Low cost• Students given access

to additional resources• Students advised to

SYNC REGULARLY – Every day if possible!

Training

• Training materials have been primarily aimed at students, since they are responsible for completion of their portfolio–Online materials – regularly updated–Accessible on mobile device – though cannot be

viewed at same time as Myprogress• Limited institutional access to assessors–Website providing useful material–In-person engagement where possible–Primarily, students “train” the assessors

Support

• First-line support provided by Learning Technology Services (LTS) team–Dedicated helpdesk – email and in-person–Created a series of videos and web based resources•Dedicated web page with help materials linked

to from the home page of tablet• Technical support from Computing Services

Support Website

Current and Future challenges

• Engaging with clinical tutors–Communication and training• Support–How to effectively support multiple courses and sites•How to structure system–Cohorts and organisations–Balance need for separation of courses with lack of

flexibility• Adapting assessment strategies to suit the

system–Developing reporting procedures

opportunities!

Thank you and Questions

[email protected]

www.elu.sgul.ac.uk