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Updated: May 17, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

How useful are structured electronic portfolio templates to encourage reflective practice?

H M Goodyear¹, T Bindal, D Wall

¹West Midlands Deanery, UK. Helen.Goodyear@westmidlands.nhs.uk

Medical Teacher

|October 30, 2012

Summary

UK Paediatric trainees poorly completed an 11-field electronic (e) Portfolio template for reflective practice. The study suggests a maximum of four fields to improve the quality of reflection, emphasizing key learning points over quantity.

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Published on: December 9, 2022

Area of Science:

Medical Education
Professional Development

Background:

Structured templates in electronic (e) Portfolios are used in some UK specialties to promote reflective practice.
This study evaluated the completion of an 11-field template by UK Paediatric specialty trainees.

Purpose of the Study:

To assess the completion rates and quality of an 11-field reflective practice template in UK Paediatric specialty trainees' ePortfolios.
To identify discrepancies between ePortfolio reflections and trainer assessments.

Main Methods:

Two medical educators assessed reflective ePortfolio logs from paediatric specialty trainees in a large UK deanery.
Consultant supervisors' opinions on trainees' reflective practice and annual review outcomes were recorded.

Main Results:

Out of 115 trainees, 105 had reflective logs (mean of 5).
The 11-field template was poorly completed, particularly sections on differing actions and outcomes for all parties.
A discrepancy was observed between ePortfolio reflection evidence and trainer assessments of reflective practice.

Conclusions:

The 11-field structured template was not well-completed by trainees.
A revised template with a maximum of four fields is recommended to enhance trainee reflection and identification of key learning points.
Emphasis should shift towards the quality, rather than quantity, of ePortfolio reflective logs, aiming for 1-2 well-completed reflections per post.