ABSTRACT
PURPOSE: Portfolios have been discussed in the literature as a method of encouraging health care professionals to reflect on practice and to self-assess. In undergraduate education, it is envisioned as an authentic assessment of the student's development. Readiness to practice for graduates of the joint University of Toronto and The Michener Institute undergraduate Medical Radiation Sciences (MRS) program includes the demonstrated ability to reflect. A study was done to evaluate the learning e-portfolio being used by the MRS radiation therapy students in the clinical practicum. This article discusses student perspectives. METHODS: In 2010, the undergraduate radiation therapy class (N = 50) was invited to participate in the study after the electronic portfolio was used in their clinical placement for the first time. An online survey and focus group discussions were organized to get their perspectives. This was action research from which descriptive and thematic analyses are presented. RESULTS: Nineteen students consented to participate in the study. The respondents reported that the e-portfolio helped them to develop a sense of responsibility for their own professional development (88%), to improve their reflective (80%), and self-assessment skills (80%). The themes that emerged are in alignment with other studies for a learning portfolio, although the electronic format posed an additional challenge for the students. CONCLUSIONS: The e-portfolio was perceived to be an effective tool to enhance professional skills, including their understanding of professional development expectations as future MRS graduates. One of the limitations of this study was it had a small number of participants; however, as a springboard, it provided an important view of the potential of the e-portfolio and the format of support required for the learners in the undergraduate radiation therapy program.
ABSTRACT
The effective assessment methods of various health and allied health educational programs frequently work to identify trainees in difficulty who may require assistance to improve their academic and practical performances. However, although the methods of assessing trainees are often well-established, the essential skills for dealing with a trainee in difficulty are largely underdeveloped across curricula, and research within the field remains limited. This article reviews remediation in medicine and allied health professional programs based on existing literature. The literature suggests that successful remediation involves multiple steps, including prompt problem identification, meeting with the student on an individual basis to develop a learner-centered strategy, and development of an action plan. Remediation requires multiple assessors and several assessment tools, feedback and reassessment, all underpinned by documentation, written policies, and proactive involvement in supporting the identified students. Remediation, when based on a learner-centered approach, can be extremely effective, allowing the majority of remedial students to overcome their difficulties and succeed in their academic endeavors.
ABSTRACT
INTRODUCTION: Academic difficulty can often be a significant problem for students in health professional programmes. Students in difficulty are often identified late in their training and run the risk of dismissal if remediation is not successful. Since the inception of the Medical Radiation Sciences Program (MRSP) at the University of Toronto, Faculty of Medicine, and the Michener Institute (MI) in 1999, a number of students have required remediation due to problems in the didactic or clinical component of their training. Not all remediation was successful, and a number of students have been dismissed. There is relatively sparse evidence in the educational literature regarding the nature of academic difficulties that health professional students encounter, and what constitutes appropriate remedial education. The purpose of this research was to evaluate the incidence and prevalence of remediation in the MRSP and the nature of the academic problems. In addition, this study looked at the type of remedial instruction that the Radiation Sciences Board of Examiners (BOE) recommended for these students as well as the effectiveness of these recommendations. MATERIALS AND METHODS: This study consisted of a review of the academic records of students who failed one or more courses and underwent pre-clinical or clinical remediation, and who were presented at the Medical Radiation Sciences Board of Examiners at the University of Toronto between September 1999 and December 2004. Data extraction forms were developed to obtain demographic information, the nature of the academic problems, the remedial recommendation, and their outcomes. RESULTS: This study identified 69 students who were presented to the BOE 95 times. Forty-four students (44/69, 64%) were from the Radiation Therapy stream, 16 students (16/69, 23%) were from the Nuclear Medicine stream and 9 students (9/69, 13%) were from the Radiographic Technology stream. Most of the remediation occurred due to pre-clinical 50 (50/69, 72%), clinical 15 (15/69, 22%) and both preclinical and clinical problems 4 students (4/69, 6%). Out of 54 students who required pre-clinical remediation, 40 (74%) were promoted. Out of 19 students who required clinical remediation, 10 (10/19, 53%) passed their remediation. Six students (6/69, 9%) were dismissed from the programme due to unsuccessful remediation; 2 due to pre-clinical and 4 due to clinical problems. Based on these results, the remediation process at the MRSP was successful; however, 6 students (6/69, 9%) were dismissed from the programme during the last 4 years despite lengthy unsuccessful remediation. CONCLUSION: Our study provided an important perspective about the remediation process at the MRSP at the Michener Institute for Applied Health Sciences. Despite its retrospective methodology, it attempted to identify the magnitude of learning problems that lead to remediation, and identified the efficacy of the remedial programmes.
