Cross faculty implementation of myprogress

Talk given by Luke Woodham at MyKnowledgeMap's Innovation in Practice Assessment day conference at St George's, University of London

1. Cross-faculty implementation of
Myprogress
Luke Woodham,
St. George’s, University of London

2. 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

3. Medicine - WPBAs at SGUL
Year 1 Year 2 Year 3 Year 4 Year 5
Basic Science Transition Pre-Clinical Practice
Foundation
MBBS5
Year 1
Transitional
(T) Year
MBBS5
Year 2
MBBS4
Year 1
Penultimate
(P) Year
Final
(F) Year
Workplace-based
assessments•Key element in both learning
(formative) and summative
assessment of clinical
competency

5. 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

6. 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

7. 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

13. Assessment functionality
•Free text
•MCQs
•File uploads
•Likert matrix
•Reflective
blog posts

14. 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

15. 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

16. 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

17. Results
•Increase in number of assessments completed
– or at least submitted
•Improved feedback from using tablets

18. 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

19. 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

20. Myprogress – current usage
•Rolled out
–Diagnostic Radiography – Apr 2014, 60 students
–2
nd
/3
rd
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

21. 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)

22. 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!

23. 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

24. 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

25. Support Website

26. 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!

27. Thank you and Questions
[email protected]
www.elu.sgul.ac.uk