Portfolio-based learning: continuing medical education for general practitioners--a mid-point evaluation

Area of Science:

• Medical Education
• General Practice
• Professional Development

Background:

• Continuing medical education (CME) is crucial for general practitioners.
• Portfolio-based learning in co-mentoring groups offers a structured approach to CME.
• Evaluating the efficiency and effectiveness of such models is essential.

Purpose of the Study:

• To evaluate the efficiency and effectiveness of a portfolio-based learning model for general practitioners.
• To assess the strengths and weaknesses of the portfolio development process.
• To explore future developments for this continuing professional development model.

Main Methods:

• A year-long trial of portfolio-based learning in co-mentoring groups was conducted.
• The project focused on general practitioners undertaking continuing professional development.
• Portfolio development was assessed at the mid-point of the trial.

Main Results:

• The portfolio-based learning model demonstrated potential for efficient and effective continuing professional development.
• Accreditation of learning through portfolios was a key feature.
• Mid-point evaluation provided insights into the process's strengths and weaknesses.

Conclusions:

• Portfolio-based learning in co-mentoring groups is a viable model for general practitioner CME.
• Further development is recommended based on process evaluation.
• This approach supports accredited learning and professional growth.