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Related Experiment Video

Updated: May 15, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Evaluation of an established learning portfolio.

Gillian Vance¹, Alyson Williamson, Richard Frearson

¹Education Centre, Newcastle Upon Tyne Hospitals NHS Foundation Trust, Newcastle Upon Tyne, UK. gillian.vance@nuth.nhs.uk

The Clinical Teacher

|January 9, 2013

Summary

Trainees view the electronic learning portfolio negatively, with fewer finding it a worthwhile investment of time. More support and tailored feedback are needed to improve its educational value and promote reflective learning.

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Last Updated: May 15, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

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Published on: June 21, 2010

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Area of Science:

Medical Education
Professional Development
Healthcare Training

Background:

The trainee-held learning portfolio is a core component of UK foundation programme training.
Portfolio assessment is standardized via the Annual Review of Competence Progression (ARCP) process in the Northern Deanery.

Purpose of the Study:

To evaluate current trainee perceptions of portfolio-based learning and ARCP.
To assess changes in these attitudes since the inception of the foundation programme.

Main Methods:

A deanery-wide electronic questionnaire surveyed trainee attitudes in 2009.
These perceptions were compared with data from the 2004-2005 pilot phase.

Main Results:

A significant decline in positive trainee attitudes towards the e-portfolio was observed between 2005 and 2009.
Trainees expressed skepticism regarding the e-portfolio's educational value, focus on training needs, and identification of strengths/weaknesses.
Persistent issues included unnecessary bureaucracy, lack of clarity on evidence collection, insufficient supervisor guidance, and ARCP providing feedback that did not drive future learning.

Conclusions:

Ongoing support for trainees and supervisors in e-portfolio utilization as an educational tool is essential.
Tailored feedback is crucial for portfolio-based assessment to foster lifelong, self-directed, and reflective learning.