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Learning Enhancement and Development

Poster 13

Making everyone’s lives simpler! The implementation of MyProgress electronic portfolio software as an administration and monitoring tool in health education.

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Mr Mark Mayhew - School of Health Sciences, City, University of London
Dr Byki Huntjens - School of Health Sciences, City, University of London

MyProgress is a powerful electronic portfolio system that can deliver multiple styles of assessments and can be used over multiple platforms. This session will focus on the how the flexibility of assessment style and powerful reporting afterwards allows for a more efficient monitoring of student performance by teachers as well as helping the students remain more organised when trying to gain a broad clinical experience.


Healthcare regulators require professionals to keep up to date with the latest developments in their profession and is most commonly shown through continuous professional development portfolios. Higher education has adopted portfolios as a mechanism for students to reflect on their learning and experience. McKenna et al (2011) identified that a reflective portfolio is a useful tool which brings together both theoretical and experiential learning over the course to integrate material across modules. A systematic review by Beckers et al (2016) identified that for a portfolio to be at its most effective that it should be integrated into the educational routine, scaffolding is applied to increase motivation and when the portfolio helps to develop goal setting and self-evaluation.

To become a registered optometrist an undergraduate student must successfully complete the BSc Optometry degree and a pre-registration placement within either a community or hospital practice. To start the pre-registration placement the student must have a Certificate of Clinical Competence which is demonstrated through a portfolio.

Our professional regulator, the General Optical Council, requires the student’s portfolio to have a record of both their breadth of patient experience (minimum of 60 patients) and achievement of all core competency elements (n=41). The portfolio must show:

  • Evidence of the clinical experience and when each core competency was achieved
  • Evidence of development of the student’s professional judgement through critical thinking and reflection.

Prior to 2 years ago we maintained this through a paper based logbook for 112 students to ensure the students had achieved all competencies, episodes and demonstrated reflective learning practices through the year. This was significantly time consuming for both staff and students and was difficult to monitor effectively throughout the year.

This case study will show how by moving from a paper based logbook to integrating the electronic MyProgess portfolio into the day to day running of the clinics at City Sight it has had the following benefits:

  • Significantly reduced the administration and easy attendance monitoring
  • Student learning experience can be monitored and adapted weekly
  • Electronic access to the portfolio positively enforced students of differing abilities to engage in self-reflection of their experiences
  • Real time tracking of outstanding core competencies and patient episodes.
  • Remote auditing of supervisor feedback and student reflection to allow earlier intervention with students who may be struggling.


McKenna, V., Connolly, C., Hodgins, M. (2011) ‘Usefulness of a competency-based reflective portfolio for student learning on a Masters Health Promotion programme’ Health Education Journal, 70 (2), pp.170-175.

Beckers, J., Dolmans, D. and Van Merriënboer, J. (2016). e-Portfolios enhancing students’ self-directed learning: A systematic review of influencing factors. Australasian Journal of Educational Technology, 32(2).