Portfolios in continuing medical education--effective and efficient?

Area of Science:

• Medical Education
• General Practice Training

Background:

• Compares traditional continuing medical education (CME) with portfolio-based learning for general practitioners (GPs).
• Investigates the effectiveness and participant experience of these two educational models.

Purpose of the Study:

• To evaluate the suitability of portfolio-based learning for general practice postgraduate educational accreditation (PGEA).
• To compare participant satisfaction and learning outcomes between traditional CME and portfolio learning.

Main Methods:

• A crossover study involving 32 GPs in two cohorts, each undertaking a 6-month traditional PGEA and a 6-month portfolio learning period.
• Portfolio learning involved submitting evidence of learning cycles and reflections, supported by CME tutors.
• Data collected via questionnaires, interviews, observation, and portfolio review.

Main Results:

• GPs' positive expectations for portfolio learning were largely met, with flexibility being a key benefit.
• Portfolio learning covered a broader range of topics than traditional PGEA.
• Portfolio use, particularly critical incidents and learning cycles, demonstrated learning effectiveness.
• GPs spent more time (24.5 hours) on portfolios than the awarded PGEA hours (15 hours).

Conclusions:

• Portfolio-based learning effectively meets the professional development needs of GPs.
• This approach empowers learners with control over their education, fostering active and peer-supported learning.
• Portfolio learning enhances personal and professional confidence, with participants finding it valid and reliable.
• Learning outcomes can be reliably assessed through individually created learning plans within the PGEA framework.