Educational Achievement Use Cases

My comments are general rather than specific, but the thoughts were prompted by different cases, so I’ll make the comments with reference to particularly cases.   There might be easy answers, or it might be outside the scope of our working group, but I thought I’d ask anyway.

I’m still a bit confused about how much information is held by the efolio system itself.  It seems that the efolio system might have some kind of “memory” about requests made  – if so, what would that look like?  Would it be permanent?  Could it be accessed by someone other than the original requestor and learner?   

I think I have the same confusion about exactly what the efolio infrastructure would look like – so, is it clear what kind of infrastructure is likely to be developed? For example, (EDAC3) – who reviews the IRB request and decides it’s from “an appropriate institution”?  Who specifies the “governance guidelines”?  Who determines the policy and process for gaining learner consent?

What happens if I change my status?  For example, I could request data as an administrator (EDAC4) and then change my status to a researcher without telling the efolio.  My IRB might give me permission to “research” the data I obtained as an administrator – what responsibility does the efolio system have for reviewing this issue (including consent of the learner issues) and how is it going to be policed? 

Will the “learner” know who the “reviewer” is?  Does it matter to the efolio that the learner might give permission for review by (for example) insurance companies without knowing who the specific companies are?  

What are the consequences of a “learner” withholding certain data, and what is the responsibility, if any, of the folio system for those consequences?  For example, a “learner” might choose to withhold student promotions committee records and a potential employer make a decision not to hire; what responsibility does the efolio system/organization have for that “learner” not being hired? Does it matter if a decision to withhold data was invisible until the efolio system was created and now  becomes visible?  Does the efolio system include “tracking” or “auditing” of previous withholds by “learners” ?  If so, who gets to see/could see that “tracking” and what might the consequences be?

Why is the decision to use only portfolio systems “hosted and managed by an academic institution”? 

Although I understand that the system doesn’t create or hold new data, its existence may change the playing field for all the participants.  As you know, schools of medicine pass on (and maintain in permanent files) rather limited information – is it possible that the efolio’s existence might increase demand for access to more detailed educational records “in the patient’s best interest” and how might that demand be managed?

Thanks for considering – Rachel

Rachel Brown MD, Associate Dean for Student Programs, University of Missouri School of Medicine, Columbia MO 65212