Search
i-professional-inv
Webinar: Professional Identity & Capability

Professional portfolios: Unlocking success in midwifery education

Using Portfolios to Enhance Teaching and Learning in Midwifery

Webinar Details

In midwifery education, the need for substantial workplace-based assessment during clinical placements can provide very real challenges. The recording and tracking of experiences that must be attributed against individual patients, as well as counting towards cumulative totals, can be an administrative burden and provide difficulties for students.

More and more, midwifery educators are turning to the online space to support teaching, learning and authentic assessment. In particular, the recording of student experiences and achievements, and the evidencing of registration standards, are increasingly being supported with eportfolios. Such an approach can also incorporate opportunities and space for reflection, clinical case studies and connecting theory-to-practice. 

Highlights

In this webinar, invited presenters from three universities will demonstrate how an eportfolio approach is being used to facilitate the following processes in the Midwifery program:

  • The recording of Experiences and Continuity of Care episodes tracked against individuals
  • Clinical Placement, including hours tracking (using a shareable AMSAT template), and Competency Assessment Tool.
  • A whole-of-course approach with reporting analytics and research studies.

Our presenters will also facilitate discussion about some of the issues, challenges and benefits of engaging with eportfolios in Midwifery.

Watch Webinar

Speakers

Dr. Zoe Bradfield

Senior Lecturer and Midwifery Research Fellow
Curtin University

Dr. Angela Brown

Program Director in Bachelor of Midwifery
The University of South Australia

Dr. Julie Fleet

Senior Lecturer in Midwifery
The University of South Australia

Dr. Claire Davison

Adjunct Senior Lecturer
Edith Cowan University

RESOURCE: CONFERENCE BOOK

Supporting the Ambitions of Higher Education

A collection of case studies from PebbleBash 2024

Curriculum Transformation at the University of Edinburgh: co-creation and the relationship between local innovation and institutional change

Talk description: I will use the themes of reflection and experiential learning, skills development and assessment (including programme level assessment and changes in assessment practice) to explore this process in more detail. This includes the link between disciplinary and institutional curriculum reform, learning from local innovations and changes, and using this to inform University level changes and support.

Bio: My current position is leading the University wide Curriculum Transformation Project. This is a major and long term initiative for the University considering all areas of the University’s undergraduate and taught postgraduate curriculum. Prior to this Jon set up and led the Institute for Academic Development (IAD) at the University of Edinburgh. The IAD provides University level support for teaching, learning and researcher development, including direct support for students and staff, and support for enhancement and innovation in curriculum development, the student and researcher experience. Jon has a PhD in petroleum geology.

Mission Possible: The DNA of a bespoke professional development program

Talk description: The diversity of students in higher education dictates that there cannot (and should not) be a single ‘silver bullet’ approach to address the complex challenge of career readiness learning. However, the reality of modern university structures is that delivering bespoke experiences for each student is a challenge in and of itself.  And yet, all things are possible with creative use of PebblePad to streamline delivery (for the university) and make it highly personalised (for the student). 

Bio: Gayle Brent is a Learning and Teaching Consultant (Employability) at Griffith University, Queensland, Australia. Gaye’s specialist area of interest is developing and implementing strategies to enhance staff and student understanding of employability in both curricular and extra-curricular contexts. She completed a Master of Education and Professional Studies Research to explore the potential barriers and challenges to embedding employability-based learning in higher education curriculum and is currently completing a Doctor of Philosophy exploring the impact of an extra-curricular employability program on the individual student experience.

Dr Melissa Highton. Assistant Principal, University of Edinburgh

Talk description: A journey through the stories told by wicca data. How a neglected research data set was used by students to overturn historic injustice and shed new light on the lives of women in Scotland.

Bio: Melissa has worked for many years in higher education at some of the UK’s finest and most ancient institutions. In each place she enjoys discovering the hidden histories and less heard voices which can be surfaced in new ways using the most up to date and open technologies. She is a champion of playful and curious approaches to engagement with audiences on campus and online, and is an invited speaker at events about dangerous women.

Education is an Experience That Should Be Designed

Talk description: We have any number of problems and opportunities as universities, and universities must adapt to help students from diverse backgrounds develop the knowledge and skills they need to thrive and make a positive impact in the world. Key to those adaptations is understanding that we provide students with an experience. We ought to design them with intention and purpose. This talk with take up this argument and ground it within a large educational transformation project at the University of Leeds.

Bio: Jeff Grabill is Deputy Vice Chancellor for Student Education at the University of Leeds. Prior to joining the University of Leeds, Grabill was at Michigan State University (MSU) in the United States for nearly 20 years. He served Michigan State University as the Associate Provost for Teaching, Learning, and Technology. In that role, he was responsible for facilitating innovation in learning and educator professional development via his role as Director of the Hub for Innovation in Learning and Technology. Grabill’s research focuses on how digital writing is associated with citizenship and learning. That work has been located in community contexts, in museums, and in classrooms at both the K-12 and university levels. Grabill is also a co-founder of Drawbridge, an educational technology company.

Sign Up to the Customer Newsletter