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Portfolio-based learning and general practice vocational training
D Snadden1, M L Thomas, E M Griffin
1Tayside Centre for General Practice, University of Dundee, UK.
Medical Education
|March 1, 1996
Summary
Portfolio-based learning systems, using a "log diary," aided reflection for UK general practitioner registrars. While beneficial for tracking progress, portfolios were ineffective for formal assessment due to evaluation pressures.
Area of Science:
- Medical Education
- Professional Development
- Action Research
Background:
- The need for effective reflective learning tools in medical training.
- Challenges in implementing portfolio-based learning systems.
- The role of action research in educational development.
Purpose of the Study:
- To develop and evaluate a portfolio-based learning system using a 'log diary' for GP registrars.
- To explore the utility of portfolios as a reflective learning tool.
- To understand the factors influencing the adoption and effectiveness of such systems.
Main Methods:
- Action research methodology employed in a UK training region.
- Development of a 'log diary' as a core component of the portfolio.
- Involvement of trainers and general practitioner registrars.
Main Results:
- The 'log diary' served as a valuable tool for consolidating training experiences and identifying learning needs for some participants.
- Portfolios were not effective for formal assessment, as the prospect of evaluation altered collected content.
- Trainer enthusiasm was critical for the successful implementation of the portfolio model.
Conclusions:
- Portfolio-based learning, particularly with a 'log diary,' can support reflective practice for some medical trainees.
- Portfolios are not universally applicable for formal assessment in this context.
- Successful implementation requires significant local facilitation and support to overcome resistance to reflective writing.