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dc.contributor.authorPeacock, Susi
dc.contributor.authorMurray, Sue
dc.contributor.authorScott, Alison
dc.contributor.authorKelly, J.
dc.date.accessioned2018-06-29T15:45:09Z
dc.date.available2018-06-29T15:45:09Z
dc.date.issued2011-08
dc.identifierER2478
dc.identifier.citationPeacock, S., Murray, S., Scott, A. & Kelly, J. (2011) The Transformative Role of ePortfolios: Feedback in Healthcare Learning, International Journal of ePortfolio, vol. 1, , pp. 33-48,
dc.identifier.issn2157-622X
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/2478
dc.descriptionThe authors would like to thank our funders, the Higher Education Academy Subject Centre for Health Sciences and Practice, the students and tutors at QMU who participated in this study, and colleagues at the Centre for Recording Achievement and JISC and our colleagues in the Centre for Academic Practice at QMU.
dc.description.abstractThis article reports findings of a study based in Scotland that explored healthcare learners' experiences of feedback and ePortfolios. Feedback is a highly complex, multi-dimensional phenomenon, and healthcare learners consider it essential for their learning, recognizing that without it patient safety may be compromised. This study sought to explore whether ePortfolios, with their dual emphasis on both the product and process of learning, could encourage deeper and broader learner engagement with feedback. Drawing upon three examples where ePortfolios have been embedded into the curriculum, our findings demonstrate that most participants were generally positive about using the ePortfolio to access, read, and store feedback on their assessments. In some cases where ePortfolio had been introduced across a program, a number of learners had also begun to use feedback provided through the ePortfolio as a springboard for reflection and planning for future development. However, many of our students missed the wider opportunities for long-term, regular creation of and engagement with feedback through the ePortfolio. After reviewing our implementation and using novel work based on threshold concepts, we propose the Personal, Learning and Thinking Skills (PLTS) framework as a guide to support deeper learner engagement with feedback.
dc.format.extent33-48
dc.publisherCenter for Instructional Development and Educational Research (CIDER)
dc.relation.ispartofInternational Journal of ePortfolio
dc.titleThe Transformative Role of ePortfolios: Feedback in Healthcare Learning
dc.typearticle
dcterms.accessRightspublic
dc.description.facultyCAP
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dc.description.volume1
dc.contributor.sponsorHealth Sciences and Practice Subject Centre (HSaP), Higher Education Academy (HEA)
dc.description.ispublishedpub
dc.description.eprintid2478
rioxxterms.typearticle
qmu.authorScott, Alison
qmu.authorPeacock, Susi
qmu.authorMurray, Sue
dc.description.statuspub
dc.description.number1


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