TITLE-From Portfolio to Performance: A Structured Training Plan for Undergraduate Faculty Members on Portfolio-based Assessment, Design and Development.

VISION To empower medical students to become reflective and self-directed learners

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Objectives

  1. To guide the faculty on how to design and implement a portfolio-based assessment system, which will use rubrics to evaluate the students’ portfolios.
  1. Develop evidence based resources for portfolio based assessment and disseminate to the faculty within 8 weeks

STAKEHOLDERS

Faculty

Students

Policy Makers

Department of Medical Education

Administration/Dean/Principal

Patients

IT Department

Assessment Unit

Basic Sciences

Clinical Sciences

Elements of the change plan

Workshops

Pre and Post assessment of faculty regarding portfolio as an assessment strategy

Glossary

Pamphlets

Literature resources

YouTube Links

Seminars in which DME of other institutes showcase their portfolio samples

Logistics

Venues for workshops

Wifi access by IT department

Availability of resources to the faculty

Refreshments

Digital library and ebooks access to the faculty

Availability of printed handouts to the faculty

Seating arrangements

Projectors and multimedia in working conditions

Budgeting and finances

Cost of handouts

Cost of refreshments

Cost of the workshop framework

Cost of developing portfolios for all UG years

Human Resources

DME team to develop and plan workshops

DME Team to design resources for workshops

IT department

Printing department

Appointment of various faculty teams to manage various resources for the plan

Material resources

Paper

Stationary

Computers/laptops

Files

Department's printers

Evaluation

Level 1 Reaction: How did the participants respond to the training?

Kirkpatrick's Evaluation

Level 2 Learning: How did the participants learnt from the training and have their skills improved?

Level 4 Results: What benefits have the organization experienced as a result of this training?

Level 3 Behavior: Have the participants applied what they have learnt from the training?

NEEDS ASSESSMENT

Gap analysis

Suitable Tools to develop change plan

SWOT

Force Field Diagram

Quality Assurance

Current State: Use of traditional assessment methods like didactic lectures, block exams and ward tests

Desired State
Portfolio-based learning and assessment as a way to promote reflection, feedback, and professional development.

Gaps identified

  1. Faculty lacks knowledge regarding using portfolios as an assessment strategy
  2. Faculty lacks training regarding developing and designing portfolios
  3. Lack of evidence of students’ progress and achievements
    4.lack of opportunities for self-directed and lifelong learning for the students

Tool used

Questionnaires

Target Audience

Faculty

Students

Basic Sciences

Clinical Sciences

  1. To develop a plan on how to develop and implement portfolio based assessment and pilot within 8 weeks

Alumni

Stakeholder analysis