Session 5B: Portfolio and international approaches

Moderator: Juha Nieminen

How can learning portfolios facilitate lifelong learning?

The context of academic learning and how we learn is changing, as well as the rapid development of technology and increased demands for health professionals to stay abreast with new knowledge. This provides challenges for educators; yet, the educational system has not kept pace with this development. Previous research on portfolios indicates promising findings for student learning, lifelong learning skills and self-regulatory skills. This review is a starting point for a scholarly work aiming to improve student learning in a master’s program. The aim of this study was to explore the role of learning portfolios on students’ professional development and lifelong learning.
A qualitative explorative approach was chosen using narrative overview and content analysis methodology. 
The overall result showed that E-learning portfolios can be effective in supporting students learning and professional development if they are; implemented carefully, embedded in the curriculum, that ongoing support and training to students are given, if the portfolio is well-motivated and easy to use, the perceived educational value argued. Specifically, to promote lifelong learning and the maintenance of the portfolio there is a great need for skills training in students in form of; active teacher feedback and support on learning activities, development of self-assessment skills on artefacts and skills for writing reflections. These were also shown to be vital for students’ abilities for knowledge sharing, innovation, acquisition, application and accumulation. Furthermore technological issues and problems related to portfolios inhibit motivation and use of portfolios. 

Name of author: Nylund, Kamilla
Working title: Project Assistant
University/College/Hospital: Karolinska Institutet
Department: Institute of Environmental MedicineIMM
Section: Intervention and Implementation research (IIR)
Contact info:

Portfolio in Ping-Pong

In autumn 2015 the physiotherapy programme launched a new curriculum. It followed as a consequence of the Swedish Higher Education Authority quality review, and the subsequent careful self-examination of the programme. The new curriculum is founded on competences linked to different roles and contexts rather than on subject matter. Subject matters are more integrated across courses and semesters. As competence is a composite concept, it can be difficult to discern and discover the learning and development in an integrated curriculum.  In order to help students make learning explicit we have introduced portfolio methodology. The portfolio contains 9 tracks and is an activity in Ping-Pong to which students are connected along the others courses throughout the programme.  During the 3 year programme the students are offered 3 occasions for support and follow up of the portfolio. In the last semester students will be asked to compile and reflect on their development within the different tracks in connection to physiotherapy and professional competence.  Literature shows that portfolio with reflection may help support self-efficacy and self-direction in terms of learning. However, a huge challenge is implementation. So far, the portfolio has been well received. We think that using Ping-Pong as a tool for portfolio offers advantages to commercial alternatives in that it is already known to the students. It is free of charge and you can easily connect and disconnect students, follow activities through the statistical tool, and interact with students if needed.

Name of authors: Pettersson, Anna; Brodin, Nina; Nygren Bonnier, Malin
Working Title: Lecturer
University/College/Hospital: Karolinska Institutet
Department: Neurobiology, Care Sciences and Society (NVS)
Division: Division of Physiotherapy
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Web based advanced level teaching in Africa – a preliminary report

There is a need for long-term health capacity building in low- and middle income countries. So far, this has mostly been provided by Karolinska Institutet (KI) in face-to-face teaching in Africa, or by offering student seats in Sweden. We initiated a web-based learning with flipped classroom on advanced level for African students in Africa.
The course in Pharmacometrics was given under 10 weeks as a part time course between September 2015 and February 2016. The percent of students sitting the exam successfully was our primary variable. The course offered 40 seats.
The course started with an introduction week to secure digital literacy and code of conduct. The course consisted of asynchronous and synchronous webinars, group works, and individual tasks. The context was flipped classroom where tasks, cases and reading material were supplied in advance, and discussed during the webinars. Group-works under supervision by a facilitator were done by creating smaller digital rooms.
145 applications from all over the world arrived, 24% being female. Of these 28 were considered as fully applicable, 46% female, all African. Our students ages ranged from 20-29 years (n=10), 30-39 (n=14), 40-49 (n=3), and 50-60 (n=1).  
A web based course in Pharmacometrics attracted a range of African professionals and students. The course is on-going and further reporting will follow.

Name of authors: Whitty, Sinead; Whitty Jeremy; Lafolie, Pierre
Working title: Senior lecturer/senior physician
University/College/Hospital: Karolinska Institutet
Department: Institution for Medicine, Solna
Section: Clinical Pharmacology, Unit of Clinical Epidemiology
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Student-centered learning in the international classroom

The goal of International/Intercultural Education is to provide effective and innovative educational opportunities for faculty and students to help prepare students for successful participation in the global community. Teaching staff must leverage the diversity in the classroom to further learning, as well as take into consideration the medium of instruction, ie.: the language used for teaching and learning. This changing educational landscape has therefore resulted in a re-thinking of the provision of higher education; making students more aware of what skills, knowledge and competences they can expect to develop through their studies. One of the principles behind International/Intercultural Education is student-centred learning (SCL). SCL refers to a wide variety of educational programs, learning experiences, instructional approaches, and academic-support strategies that are intended to address the distinct learning needs, interests, aspirations, and/or cultural backgrounds of individual students and groups of students. The present paper will demonstrate the need for a student-centred learning approach in order to meet the challenges and opportunities of the multilingual and multicultural learning spaces, as well show different activities to foster such a learning environment.

Name of author: Valcke, Jennifer
Working title: Educational Developer
University/College/Hospital: Karolinska Institutet
Department: LIME
Section: Unit for Medical Education
Contact info: