Presentation from the International Congress of the Royal College of Psychiatrists 24-27 June 2014, London

1. Developing your teaching portfolio
RCPsych IC 2014 Workshop
Facilitators:
Dr Gil Myers
Dr Kaz Iwata
#RCPsychIC14

2. Objectives for this workshop
• Identify the main reasons for maintaining an
educational portfolio
• Describe the UK professional standards framework
domains of activity suitable for collecting evidence in
an educational portfolio
• Develop a structure for maintaining your own future
educational portfolio and credentialise your work

3. Task
• In pairs
 Think about what “educational activities” you already do
2 minutes

4. PORTFOLIO BASICS
#RCPsychIC14

5. What is a portfolio?
‘A private collection of evidence, which
demonstrates the continuing acquisition of
skills, knowledge, attitudes, understanding and
achievements. It is both retrospective and
prospective, as well as reflecting the current
stage of development and activity of the
individual.’ Brown (1995)
Quoted by Damien Longson, Chair e-portfolio working group in “RCPsych e-portfolio”

6. RCPsych ePortfolio: Design

7. RCPsych ePortfolio: Implementation
http://www.portfolioonline.co.uk/

8. Purpose of portfolios
Helen C Barrett PhD http://electronicportfolios.org/balance/

9. Task
• Shout out
 What are the benefits of having a portfolio?

10. Reasons to have an educational portfolio
Personal
interest
Professional
development
Improve
practice for
the learner
Personal
reflection
Career
progression
Validation

11. Benefits of having an educational portfolio
• Provide evidence of learning experiences and
achievements
• Supports
 constructivist learning
 autonomous and reflective learning
• Portfolio compilation may provide a learning
experience in itself
• Based on the real experience of the learner –
authentic and connects theory and practice

12. Benefits of having an educational portfolio
• Revalidation/ARCP evidence
• Jobs
 getting a job
 getting SPA time within your job
• Can be used in
 gaining teaching roles e.g. Clinical Teaching Fellow
 clinical Tutor role
 college Tutor role
 undergraduate lead

13. Gibbs’ reflective cycle

14. GMC and Portfolios
• Tomorrow’s Doctors (2009) emphasises the need
for all those involved in educating medical students,
whether or not employed by the school, to be
appropriately prepared for and supported in their role
• Recognition will not be necessary for other doctors
whose practice contributes to the teaching, training or
supervision of students or trainee doctors

15. TEACHING ROLES
#RCPsychIC14

16. Teaching Roles
• The various roles we take in medical education can be
described in three frameworks
 Harden’s “12 roles of the teacher”
 HEA’s “Professional Standards Framework for Teaching”
 Academy of Medical Educators “Professional Standards”
• Both suggest ways to organise a portfolio to cover all
the aspects of teaching

17. The Twelve Roles of the Teacher
(Harden et al 2002)
Assessor
Facilitator
Role
model
Information
provider
Resource
developer
Planner

19. AoME: Professional Standards
Design and
planning of
learning activities
Teaching and
supporting
learners
Assessment and
feedback to
learners
Educational
management and
leadership
Educational
research &
evidence-based
practice

20. Task
• As we go through each role
• List what activities you currently do in that role
• What evidence you can provide for this

21. Twelve Roles of the Teacher: Facilitator
Learning facilitatorMentor
Facilitator

22. Facilitator
• Acting as a mentor in tutorials, seminars, clinical skills
supervision, simulation, etc
• What activities and techniques do you use? How, why
and what did you use these
• Involving learners in diagnosing their own needs
• Supporting learning: Teaching and supervision of
postgraduates, mentoring inexperienced staff or
contributing to in-house learning and teaching
programmes.

23. Twelve Roles of the Teacher: Role Model
Teaching role
model
On-the-job role model
Role
model

24. Role Model
• How you utilise and manage a full range of physical
and virtual learning environments so that they are
appropriate to the learners needs
• How have you contributed to supporting and guiding
your learners?
• Think about how you articulate values in multiple
settings and promote GMP

25. Role Model
• According to Cruess, Cruess & Steneirt (2008)
 role modeling is a powerful teaching tool for passing on the
knowledge, skills and values of the medical professional
 However its net effect on the behaviour of students is often
negative rather than positive.
 Strategies to help doctors become better role models is to
make a conscious effort to articulate what is being modelled,
and to make the implicit explicit.

26. Twelve Roles of the Teacher: Information Provider
Clinical or practical
teacher
LecturerInformation
provider

27. Information Provider
• Often the main medical education activity which
people think about for their portfolio
• Consider the different ways you have delivered
teaching: large groups, small groups, MDT
• Consider the types of teaching you have delivered:
planned lectures, ad-hoc, supervision

28. Twelve Roles of the Teacher: Resource Developer
Study guide producer Resource material creator
Resource
developer

29. Resource Developer
• What have you done to develop the curriculums you
have been involved with teaching
• Lecture plans and teaching sessions can be passed on
to others to deliver and become a resource; Handouts
and teaching materials are resources for students and
those who use them to deliver the teaching
• Creation of learning environments to recognise and
understand “teachable moments” and keep learners
interested and engaged in their learning

30. Twelve Roles of the Teacher: Planner
Curriculum planner
Course organiser
Planner

31. Planner
• Planed single sessions or larger teaching programmes
• Identify and plan different kinds of interaction with
learners in various contexts, whether for single
sessions or larger programmes
• Reasons for your choice of subject material, activities
and techniques
• can articulate educational goals and objectives and can
anticipate learner's needs to give them an opportunity
to reflect on their learning

32. Twelve Roles of the Teacher: Assessor
Student assessor
Curriculum evaluator
Assessor

33. Assessor
• Formative, summative; formal or informal
• Informal feedback on the ward, OSCE examiner, end of
placement report forms and grading.
• Why do you use these different approaches?
• How you give feedback to learners

34. AoME: Professional Standards
Design and
planning of
learning activities
Teaching and
supporting
learners
Assessment and
feedback to
learners
Educational
management and
leadership
Educational
research &
evidence-based
practice

35. Educational research & evidence-based practice
• Presenting and participating in conferences
• You don’t have to be directly involved in research
• Attending workshops and training events
• Reading (ASME)
• ‘corridor discussions’ about teaching
• bidding for and involvement in projects or research on
teaching and learning

36. The Twelve Roles of the Teacher
(Harden et al 2002)
Assessor
Facilitator
Role
model
Information
provider
Resource
developer
Planner

37. Task
• In groups
 For you, which areas are hard to complete or missing
 How can you develop your portfolio in each area within
your current/future jobs
• You will be asked to feedback this back to the group
10 minutes

38. The Twelve Roles of the Teacher
(Harden et al 2002)
Student assessor
Curriculum evaluator
Curriculum planner
Course organiser
Study guide producer Resource material creator
Clinical or practical
teacher
Lecturer
Teaching role
model
On-the-job role model
Learning facilitatorMentor
Assessor
Facilitator
Role
model
Information
provider
Resource
developer
Planner

39. CREDENTIALISING YOUR WORK
#RCPsychIC14

40. Credentialise your work: Why?
• For yourself
 Reflection
 Identifying areas for development
 Formalising your teaching role(s)
• For others
 Bringing in medical students and trainees (and money)
 Educational landscape: demonstrable teaching skills

41. Credentialise your work: How?
• Teaching skills courses
 TtT, London Deanery, Royal College, etc
• Certification
 Postgraduate certificate in medical education
 Diploma in medical education
 Masters in clinical education/medical education
• Practical (evidenced) experience

42. • Brighton-Sussex: MA
• Bristol: MMedSci
• Belfast: blended learning,
MMEd
• Cardiff: MSc
• Dundee: distance learning,
MMEd
• Durham: MSc
• Glasgow: MSC (MedSci)
• Institute of Education &
London Deanery: MA
Clinical Education
• Keele: MA
• Newcastle: M Clin Ed
• Nottingham: MMedSci
• UCL: PGcert/ diploma, MSc
(with RCP) or M Clin Ed
• Sheffield: MMedSci
• Warwick: MMedEd
Credentialise your work: Where?

43. www.ucl.ac.uk/medicalschool/teachingportal/

45. Further Reading
• Portfolio-based learning in medical education
– Ingrassia, A. (2013). Portfolio-based learning in medical
education. Advances in Psychiatric Treatment, 19(5), 329-
336
• The twelve roles of the teacher
– Crosby, RM & Harden, J (2000): "AMEE Guide No 20: The
good teacher is more than a lecturer-the twelve roles of the
teacher." Medical teacher 22.4 334-347

46. Task
• On your own
 Write down at least one NEW medical education activity
which you will complete in the next three months
 Be prepared to share this with the group
1 minute

47. Objectives for this workshop
• Identify the reasons for maintaining an educational
portfolio
• Describe the UK professional standards framework
domains of activity suitable for collecting evidence in
an educational portfolio
• Have a structure for developing your own future
educational portfolio

48. GOOD LUCK!
Email: g.myers@ucl.ac.uk
kazuya.iwata@ucl.ac.uk
Thank you!
#RCPsychIC14