Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

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
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Is late-life vulnerability to cardiovascular disease risk associated with longitudinal tau accumulation in older adults with mild cognitive impairment?

JAR life·2025
Same author

Repetitive negative thinking as a unique transdiagnostic risk factor for suicidal ideation.

Psychiatry research·2024
Same author

Impact of STIMUlant and osmotic LAXatives (STIMULAX trial) on gastrointestinal recovery after colorectal surgery: randomized clinical trial.

The British journal of surgery·2021
Same author

Impact of timing of reversal of loop ileostomy on patient outcomes: a retrospective cohort study.

Techniques in coloproctology·2021
Same author

Impact of STIMUlant and osmotic LAXatives (STIMULAX trial) on gastrointestinal recovery after colorectal surgery: randomized clinical trial.

The British journal of surgery·2021
Same author

Safety and efficacy of laxatives after major abdominal surgery: systematic review and meta-analysis.

BJS open·2020
Same journal

Channelling Socrates to re-imagine asynchronous online learning.

Medical education·2026
Same journal

Moving beyond tokenism: A structured and intentional approach to embedding health advocacy in medical education.

Medical education·2026
Same journal

When I say … 'in situ simulation'.

Medical education·2026
Same journal

Examiner training and calibration for simulated clinical examinations: A scoping review.

Medical education·2026
Same journal

When systems set the limits of supervision.

Medical education·2026
Same journal

From psychometrics to partnerships: Broadening what counts as validity evidence.

Medical education·2026
See all related articles

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.

Related Experiment Videos

  • 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.