Example Portfolio for students at Leicester Medical School.

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Stage Three – So What? (Meaning and Application)Being able to describe something and figure out why it happened is not enough; areflective practitioner needs to see the overall meaning of events. Consider thefollowing questions:Why did this seem like a significant event to reflect on?What have I learned from this? How could I improve?How might this change my future thinking, behaving, interactions?What questions remain?Stage Four – Now What? (Implications for Action)It is in this stage that reflection moves into action planning. What are theimplications of what you have discovered from the preceding steps? Consider thefollowing questions:What will I do differently?Cycle of Reflective Learning1. ExperienceA learning eventWhat is going on? When did ithappen? Who was involved?4. Take forward yourthinkingWhat now? Design newways of doing things.As a result of this experience Iwill now…?2. ReflectionAnalysis of the learningevent in relationship to thelearning outcomesWhy did this happen? Werethere any contributory factors?3. Challenge past learningMeaning and Application.Reconstruct your knowledgeand understanding.Could this be done differently?Please go to blackboard to see some examples of poor and excellent reflections.7
What is Competence?In this Portfolio you are expected to reflect on your developing competence towardsprofessional and interprofessional practice. So what do we mean by competence?A competent professional has an ability to handle a complex situation by combining:Knowledge or cognitive domain ~ the learning of specific factsSkills or psychomotor domain ~ the practice of knowledgeAttitudes or affective domain ~ the development of feelings oremotions or appropriate values demonstrated through professionalbehaviour (Miller GE, 1990 4 ).Competency is perceived as a dynamic concept. It is not merely the understandingof new knowledge, or the acquisition of a clinical skill, but an ability to use thesecomponents together and ensure a component professional performance (Verma,Paterson and Medves 5 ). This implies that it is more than a set of specific knowledge,skills and attitudes; it is a coordination of a persons cognitive and affective abilities.Throughout your learning journey in the medical school you are taught on theknowledge components of your curriculum. These relate to the doctor as a;i) scholar and scientist e.g. anatomyii) practitioner e.g. how to take a historyiii) professional e.g. ethical principles and team working theory.Once you have the knowledge you then begin to practice the skill of doing e.g. theskill of effective communication, or taking a blood pressure. In addition you will beasked to complete these skills using a set of positive attitudes and values. As youbegin to work in clinical environments you will consider how to apply science,conduct clinical skills and act professionally ensuring to relate your work to otherrelevant colleagues. These separate components will be combined in your clinicallearning environments when working alongside practitioners and engaging withpatients in the community or in hospital. In this way the separate aspects of yourcompetence come together. This Portfolio is concerned with how you apply yourknowledge, skills and attitudes to be professional and interprofessional. We haveseparated out the individual aspects of the components of being professional andinterprofessional and expect you to start to combine these components together asyou progress towards qualification. However, this journey will span your career.Today’s doctors must work professionally in the following contexts:With patientsWithin clinical healthcare teamsAcross care pathwaysWithin healthcare organisations4 Miller GE. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65 (9): S63-S675 Verma, S, Paterson, M & Medves, J (2006). Core competencies for health care professionals:What medicine, nursing,occupational therapy, and physiotherapy share. Journal of Allied Health, 35, 109 - 115.8
Page 1: LEICESTER MEDICAL SCHOOLPortfoliofo
Page 4 and 5: ContentsPersonal details 2PageGloss
Page 6: What is this portfolio for?This Por
Page 11 and 12: What should you record?Learning eve
Page 13 and 14: B) InterprofessionalismToday’s do
Page 15 and 16: Interprofessional Education is not
Page 17 and 18: Guidance on How to Complete a Satis
Page 19: SECTION APhase IProfessional Learni
Page 23: Phase IIProfessional Learning: Obse
Page 26 and 27: Interprofessional Learning (IPL) Ev
Page 34 and 35: EVIDENCE sectionDateWhat Learningex
Page 36 and 37: ProfessionalismFinal -reflections f
Page 39 and 40: Tutor comments and reflections:FINA
Page 41 and 42: STRAND ONEWhat Date Student Signatu
Page 43: Strand ThreeWhat Date Student Signa

Example Portfolio for students at Leicester Medical School.

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