Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

An electronic learning portfolio for reflective continuing professional development.

Tim Dornan1, Carmen Carroll, John Parboosingh

  • 1Department of Diabetes/Endocrinology, Hope Hospital, Stanford, Manchester, UK.

Medical Education
|August 23, 2002
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Knowing Me Knowing You-Mentorship in Hospital Placement.

The clinical teacher·2025
Same author

How do new doctors prescribe insulin? Qualitative exploration of the complexity of everyday practice and implications for medical education.

BMJ open·2025
Same author

Why a medical student's learning environment matters: the enabling effect of supportive social climates.

Journal of the Royal Society of Medicine·2024
Same author

From fixer to facilitator: an interpretative phenomenological study of diabetes person-centred counselling and empowerment-based education.

F1000Research·2024
Same author

Exploring yarigai: The meaning of working as a physician in teaching medical professionalism.

Medical teacher·2024
Same author

Striking fear into students' hearts: Unforeseen consequences of prescribing education.

Medical teacher·2024
Same journal

Channelling Socrates to re-imagine asynchronous online learning.

Medical education·2026
Same journal

Moving beyond tokenism: A structured and intentional approach to embedding health advocacy in medical education.

Medical education·2026
Same journal

When I say … 'in situ simulation'.

Medical education·2026
Same journal

Examiner training and calibration for simulated clinical examinations: A scoping review.

Medical education·2026
Same journal

When systems set the limits of supervision.

Medical education·2026
Same journal

From psychometrics to partnerships: Broadening what counts as validity evidence.

Medical education·2026
See all related articles

This study evaluated an electronic learning portfolio for physician professional development. While supportive of reflective learning, adoption was hindered by inadequate resources, training, and time pressures.

Area of Science:

  • Medical Education
  • Continuing Professional Development
  • Health Informatics

Background:

  • Reflective practice is crucial for continuing professional development (CPD) among physicians.
  • Electronic portfolios offer a potential tool to support and document reflective learning.
  • Assessing the feasibility and user experience of such tools is essential for successful implementation.

Purpose of the Study:

  • To measure the uptake and utilization of an electronic learning portfolio (PC Diary) for reflective CPD.
  • To characterize physician attitudes towards the electronic portfolio.
  • To identify obstacles hindering the adoption of this digital tool.

Main Methods:

  • An uncontrolled, longitudinal intervention study design.
  • Quantitative and qualitative data collection via questionnaires.

Related Experiment Videos

  • Analysis of free-text responses using a template approach by independent researchers.

    • Main Results:

    • 22% of eligible physicians applied to participate; 14% attended training.
    • 34% used the electronic portfolio, with only 10% using it regularly.
    • Key obstacles included time pressures, limited computer access, and insufficient support.

    Conclusions:

    • Physicians showed support for reflective learning via electronic portfolios.
    • Acceptability and use were influenced by learning style, resources, and support, which were often inadequate.
    • Workload demands for consultants outweighed the benefits of reflective learning support.