Portfolios and Assessments
One of the unique core elements of CCLCM is the competency-based assessment and portfolio system. Educational portfolios are used by students to document their individual performance. This approach fosters a non-competitive learning environment where collaborative learning can thrive, and students take responsibility for self-directed learning that addresses their individual needs.
Hear what our students have to say about the Portfolio system.
The electronic educational portfolio is evidence of students’ progress. The portfolio allows them to reflect on their own strengths and weaknesses based on the evidence they have accumulated, and to develop learning plans to improve performance. This process helps them develop the skills of self-directed learning and reflective practice.
Online assessment forms are used to collect qualitative competency-based feedback from peers and faculty. The assessments are available to students and their physician advisors immediately in the ePortfolio. The students can review the feedback, add keywords and notes, and tag the assessments for future use as evidence for specific competencies. They also can sort all their assessments by competencies, targeted areas for improvements and areas of strength.
Students share their ePortfolio with their physician advisors and work closely with them to write their formative and summative portfolios. While writing these, they use bibliography tools to cite their evidence. The uploaded portfolios can then be viewed online by the physician advisors and the promotions committee.
Clinical Assessment System
This system integrates patient and procedure logs, and formative and summative assessments during clinical rotations at multiple sites within Cleveland and elsewhere. The system tracks the student's clinical experience and helps ensure its congruence with the learning objectives of the rotations. Students can record every educationally significant clinical encounter and their specific roles and learning points in these encounters, request and receive feedback from faculty and housestaff, and search and review this data using dynamic flexible reporting tools.
The system maintains a database of teaching faculty at four major teaching hospitals in Cleveland and allows them one-click access to student assessment forms. Discipline and rotation leaders have extensive, up-to-date reports that allow them to scan for outliers, drill down to specifics and ensure that students are getting the experience for which the rotations were designed.
Assessors provide within- and end-of-rotation feedback to students based on these powerful reporting tools. The system also helps CCLCM meet numerous LCME accreditation requirements during the clinical years.
The assessment process is student-centered and student-driven, with strong support from physician advisors who meet with students regularly and guide them throughout the five-year curriculum.
A few times each year, students document their progress in the competencies with essays and provide evidence demonstrating their development as doctors and researchers. Physician advisors review their students’ essays and evidence, and help them create learning plans to address areas of weakness and to build on areas of strength.