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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.
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.
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