Evaluation of a Web-Based Electronic Portfolio as a Learning and Assessment Tool in a Radiation Oncology Residency Program

Background. New challenges of permanently changing context of healthcare system requires new methods of medical education and new assessment tools, as well. Competency-based Medical Education (CBME), framework which has been adopted as a new approach in medical education, needs appropriate assessment tool such as portfolio. Portfolio is learner-centered assessment instrument which evaluates learner’s progression towards outcomes and enables both residents and teachers to engage in a process of learning through assessment. Objective. In this paper we aim to share our successful experience of an effective use of web-based 5-Dimensional Electronic Portfolio (5DeP) as an assessment tool in the Pilot Group. Methods. Pilot Group of sixteen residents (six first year residents of Obstetrics/Gynecology and ten first year residents of Internal Medicine. Tbilisi State Medical University Institute of Postgraduate Medical Education and Continuous Professional Development) and twelve mentors (four Obstetrics/Gynecology mentor and eight Internal Medicine mentors) reported some feedback about 5-Dimensional Electronic Portfolio (5DeP) as a new assessment tool. Results. Feedback about 5-Dimensional Electronic Portfolio (5DeP) as a new assessment tool from mentors and students demonstrated efficiency of the program. It enables assessment within a framework of transparent and declared criteria and learning objectives; provides a model for lifelong learning and continuing professional development; increases competence in a wider context with benefits to both professional and personal roles; improves organizing skills. Conclusions. 5DeP have been recognized as an extremely effective assessment tool.

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Online pediatric oncology education: A novel teaching tool for oncology residents

Journal of Clinical Oncology ◽

10.1200/jco.2006.24.18_suppl.9048 ◽

2006 ◽

Vol 24 (18_suppl) ◽

pp. 9048-9048

Author(s):

P. Gfeller ◽

R. Harrison ◽

K. J. Goddard

Keyword(s):

Pediatric Oncology ◽

Radiation Oncology ◽

User Satisfaction ◽

Web Site ◽

Assessment Tool ◽

Program Directors ◽

Teaching Tool ◽

Tumor Type ◽

Web Based ◽

Teaching Tools

9048 Background: Deficiencies in pediatric oncology training for residents have been identified internationally. A lack of training in pediatric oncology during residency is correlated with impaired outcomes for pediatric patients. There is a clear need for novel teaching tools to supplement training in pediatric oncology. Purpose: The goal of this project was to develop a series of multimedia web-based learning modules for the interactive instruction and review of pediatric oncology. A needs-based assessment of pediatric oncology training in Canadian radiation oncology residency programs was used to guide web-site development. Methods: A needs-based analysis was conducted via a web-based survey sent to all Canadian radiation oncology program directors and residents. The survey was designed to identify the limitations of current training curriculum in pediatric oncology. A multidisciplinary team, including pathologists, radiologists, medical physicists, radiation and medical oncologists, developed the web site curriculum. The site was designed using teaching modules to focus on pediatric tumour sites. Modules were developed using a common format, divided into chapters detailing specific tumour types. Each chapter reviewed relevant epidemiology, anatomy, pathology, radiology, and treatment for the tumor type. A self-assessment tool was included at the end of the modules. User satisfaction surveys were used for feedback. Results: 100% (10/10) of Canadian radiation oncology program directors and 66% (69/106) of Canadian residents responded to the survey. 56% (59/106) of resident respondents felt that teaching in pediatric radiation oncology was inadequate and 56% (20/36) of senior residents felt unprepared for questions in pediatric oncology on qualifying board exams. 90% (105/116) of respondents felt that a web-based teaching tool would be useful. The first module, pediatric neuro-oncology, has been completed. Results indicate users find this module useful for supplementing traditional training. Conclusions: There are no other interactive teaching tools in pediatric oncology. This unique web-based educational program will allow self-directed study in the area of pediatric oncology, providing more effective learning of this challenging yet essential area of study. No significant financial relationships to disclose.

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A Resident-Driven Mobile Evaluation System Can Be Used to Augment Traditional Surgery Rotation Evaluations

The American Surgeon ◽

10.1177/00031348211011130 ◽

2021 ◽

pp. 000313482110111

Author(s):

Kurun Partap S Oberoi ◽

Akia D Caine ◽

Jacob Schwartzman ◽

Sayeeda Rab ◽

Amber L Turner ◽

...

Keyword(s):

Medical Education ◽

Graduate Medical Education ◽

General Surgery ◽

Residency Program ◽

Evaluation System ◽

Clinical Rotation ◽

Web Based ◽

General Surgery Residency ◽

Surgery Residency Program ◽

To Receive

Background The Accreditation Council for Graduate Medical Education requires residents to receive milestone-based evaluations in key areas. Shortcomings of the traditional evaluation system (TES) are a low completion rate and delay in completion. We hypothesized that adoption of a mobile evaluation system (MES) would increase the number of evaluations completed and improve their timeliness. Methods Traditional evaluations for a general surgery residency program were converted into a web-based form via a widely available, free, and secure application and implemented in August 2017. After 8 months, MES data were analyzed and compared to that of our TES. Results 122 mobile evaluations were completed; 20% were solicited by residents. Introduction of the MES resulted in an increased number of evaluations per resident ( P = .0028) and proportion of faculty completing evaluations ( P = .0220). Timeliness also improved, with 71% of evaluations being completed during one’s clinical rotation. Conclusions A resident-driven MES is an inexpensive and effective method to augment traditional end-of-rotation evaluations.

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A web-based rapid assessment tool for production publishing solutions

10.1117/12.840552 ◽

2010 ◽

Author(s):

Tong Sun

Keyword(s):

Assessment Tool ◽

Rapid Assessment ◽

Web Based ◽

Rapid Assessment Tool

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Automated Feedback Is Nice and Human Presence Makes It Better: Teachers’ Perceptions of Feedback by Means of an E-Portfolio Enhanced with Learning Analytics

Education Sciences ◽

10.3390/educsci11060278 ◽

2021 ◽

Vol 11 (6) ◽

pp. 278

Author(s):

Pihel Hunt ◽

Äli Leijen ◽

Marieke van der Schaaf

Keyword(s):

Learning Analytics ◽

Electronic Portfolio ◽

Human Interaction ◽

Web Based ◽

Teachers Perceptions ◽

Use Of Technology ◽

Group Interviews ◽

Automated Feedback ◽

Development Course

While there is now extensive research on feedback in the context of higher education, including pre-service teacher education, little has been reported regarding the use of feedback from teachers to other teachers. Moreover, literature on the potential advantages that the use of technology, for example electronic portfolios and learning analytics, has in improving feedback in the in-service workplace practices, is also sparse. Therefore, the aim of this exploratory case study was to explore how in-service teachers perceived the peer feedback they received and provided through a web-based electronic portfolio during a professional development course carried out in their workplace. Questionnaire and interview data were collected from 38 teachers who received feedback through a learning analytics enhanced electronic portfolio and from 23 teachers who received feedback only by the electronic portfolio. Additionally, one individual and four focus group interviews were conducted with 15 teachers who were the feedback providers. Several common topics were identified in the interviews with the feedback receivers and providers, involving the benefits and challenges of human interaction and the flexibility of the feedback process that the electronic portfolio offered. The results also revealed better feedback experience within the group of teachers who received extra feedback by means of learning analytics. It is concluded that although an electronic portfolio provides a useful tool in terms of flexibility in the provision and receipt of feedback, the need for human interaction was acknowledged.

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LUU CHECKER: A Web-based Tool to Incorporate Emerging LUs in the SWAT Model

Applied Engineering in Agriculture ◽

10.13031/aea.13295 ◽

2019 ◽

Vol 35 (5) ◽

pp. 723-731 ◽

Cited By ~ 1

Author(s):

Gurdeep Singh ◽

Dharmendra Saraswat ◽

Naresh Pai ◽

Benjamin Hancock

Keyword(s):

Land Use ◽

Management Practices ◽

Assessment Tool ◽

Urban Forest ◽

Swat Model ◽

Land Use Changes ◽

Web Based ◽

Large Size ◽

Hydrologic Response Unit ◽

User Friendly

Abstract. Standard practice of setting up Soil and Water Assessment Tool (SWAT) involves use of a single land use (LU) layer under the assumption that no change takes place in LU condition irrespective of the length of simulation period. This assumption leads to erroneous conclusions about efficacy of management practices in those watersheds where land use changes (LUCs) (e.g. agriculture to urban, forest to agriculture etc.) occur during the simulation period. To overcome this limitation, we have developed a user-friendly, web-based tool named LUU Checker that helps create a composite LU layer by integrating multiple years of LU layers available in watersheds of interest. The results show that the use of composite LU layer for hydrologic response unit (HRU) delineation in 2474-km2 L’Anguile River Watershed in Arkansas was able to capture changed LU at subbasin level by using LU data available in the year 1999 and 2006, respectively. The web-based tool is applicable for large size watersheds and is accessible to multiple users from anywhere in the world. Keywords: Land use, Web-based tool, SWAT, LUU Checker.

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