How does portfolio use support self-regulated learning during general practitioner specialty training? A qualitative...

Area of Science:

• Medical Education
• Professional Development
• Self-Regulated Learning

Background:

• Portfolios are utilized to foster self-regulated learning (SRL), yet their efficacy remains debated.
• General practitioner (GP) specialty training involves complex learning processes.

Purpose of the Study:

• To explore stakeholder experiences with portfolio use in GP specialty training.
• To answer: How does portfolio use support SRL during GP specialty training?

Main Methods:

• Qualitative research design utilizing phenomenology.
• Nine homogenous focus groups with trainees (n=16), supervisors (n=16), and faculty (n=17) from three Dutch GP training institutes.

Main Results:

• Identified themes: SRL with/without portfolio, stakeholder dynamics, and ambiguities.
• Trainees often used portfolios merely to fulfill requirements ('checking off').
• Lack of ownership and conflicting demands for assessment over learning impeded SRL support.

Conclusions:

• Portfolio use in this setting did not enhance SRL.
• The primary barrier was the portfolio's multipurpose use for both SRL support and assessment.
• Reconciling agency and accountability is crucial for effective portfolio-based SRL support.