Overview of our FDTL4 ePortfolio project.

FDTL-4 ePortfolio Project - Final Report
Read about the success of the FDTL-4 ePortfolios project, products and deliverables + the extensive continuation activities:
document icon Final Project Report 1.7 MB (22 pages - HEFCE format)
document icon Project Summary and List of Products / Deliverables 840k (3 pages)

This is an FDTL funded project to develop Web based portfolios to support reflective approaches for evidencing the attainment of programme outcomes. The context is undergraduate Medicine, however, the 'generic' ePortfolio has been applied to a range of contexts including Dentisty and Contract Research Staff. This is a collaborative 3 year project, commenced in October 2002, involving; The University of Newcastle (lead site), The University of Leeds, the University of Sheffield and The University of Dundee.


In professional medicine there are increasing demands for reflective clinical practice and skills and attitudes appropriate to audit, appraisal and professional revalidation. These changes along with the growing recognition of the need for support for learning across the undergraduate-postgraduate-continuing professional education continuum, have implications for undergraduate teaching/learning and assessment strategies. Portfolios, evidence logs and Progress files (including personal development planning) can facilitate reflective learning which is now considered to be at the heart of professional practice. This project will draw on the considerable experiences of the project partners in these areas and in networked learning environments to develop on-line portfolios for undergraduate medicine. It will also inform on the issue of portfolio based assessment.

ePortfolios and GMC Tomorrows Doctors


  • To develop an on-line portfolio system to support a reflective approach to evidencing the attainment of programme outcomes.
  • To closely integrate the ePortfolio with on-line curricula / study guides to become an integral part of the networked learning environment for Medicine.
  • To promote the development of the reflective capabilities of medical students, giving greater responsibility for managing their own learning and preparing for aspects of work-based and lifelong learning.
  • To develop strategies to facilitate assessment of curriculum outcomes that are not amenable to traditional instruments of assessment.

Page created by Simon
Last Modified: 12/11/2015