The use of PebblePad for reflective practice in the Keele MPharm - - PowerPoint PPT Presentation

The use of PebblePad for reflective practice in the Keele MPharm programme

• Dr. Katie Maddock,

Senior Lecturer in Clinical Pharmacy Luke Bracegirdle IT Development Director School of Pharmacy

Objectives (PLAN)

• To provide students with the facility to contribute to

their portfolio at home, in class, on placement etc.

• To allow a group of pharmacists to act as mentors
• To address specific accreditation requirements from

GPhC

• To encourage lifelong learning providing an

introduction to GPhC CPD for qualified pharmacists

Why Portfolios?

• Reflection and personal development are

inextricably linked

– QAA guidelines on HR Progress Files (Dearing Report 1997) – Moon (2001) – “A form of mental processing…”

• Production of a professional portfolio is a

requirement for every qualified pharmacist

– GPhC require 9 CPD records annually

Why PebblePad?

• Students were able to record experiences and

reflect anytime / any place / many devices

• Seamless integration with our Learning

Management System existed (BlackBoard) was possible

• It offered tools to allow students to receive feedback

from a network of mentors in the School

• Students were able personalise their ‘space’, whilst

mentors were able to ‘push’ information to construct a students portfolio.

Who were the stakeholders? (EXPERIENCE)

• 360 Undergraduate students
• 20 Mentors based across the School
• 1 Experiential Learning Manager
• Technical staff to liaise with Students,

Central IT and Mentors

Feed‐forward not just feedback!

Features within PebblePad supported the aims to:

• Pro‐actively guide students to construct reflection in

line with course themes and GPhC standards

• Allowed dialogue between mentor and student before

during and after the Plan‐Experience‐Observe‐Reflect cycle ‐ Kolb’s Learning Cycle (1984)

• Students used their own reflections to construct

thinking for future events

How was it implemented?

• Students provided with templates to construct

mandatory pieces of work at each level of study

– Levels 1 & 2: Reflective Pieces & Profile Statements – Level 3: SWOT analysis, two Action Plans & Profile Statements – Level 4: 7 Full CPD Cycles (based on GPhC template) & Profile Statements

• Ongoing technical support via email/phone (for

students & mentors)

• Integration with Learning Management System via

single sign‐on

Results (OBSERVE)

• A very flexible platform allowing a variety of uses to

feed‐forward as well as feedback

• Templates can be custom‐made to allow structured PDP

and CPD to be recorded, linked to professional aims

• Students can reflect on progress over a period of time,

gathering assets to construct future learning

• Integration with the Learning Management System for

seamless transition

Reflections (REFLECT)

• Pebblepad was a flexible solution, providing many tools

to encourage reflection and construct reflection.

• Many students wished to attached ‘artefacts’ of

evidence (e.g. scanned prescriptions) which our templates can be designed better to encourage.

• PebblePad+ offers user interface enhancements to

enhance our template design and student experience

• Integration for single sign‐on was well received, but

greater integration was possible with the use of the Blackboard Building Block.

Contact Details

• Dr. Katie Maddock

Senior Lecturer in Clinical Pharmacy k.maddock@mema.keele.ac.uk

• Luke Bracegirdle

IT Development Director l.bracegirdle@mema.keele.ac.uk