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Related Experiment Videos

Portfolio learning in general practice vocational training--does it work?

D Snadden1, M L Thomas

  • 1Tayside Centre for General Practice, University of Dundee, UK.

Medical Education
|September 23, 1998
PubMed
Summary
This summary is machine-generated.

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Portfolios can enhance general practice training by fostering reflective learning and a learner-centered curriculum. While beneficial for some, their effectiveness depends on individual learning styles and a cost-benefit analysis.

Area of Science:

  • Medical Education
  • Professional Development
  • Health Professions Education

Background:

  • Reflective learning is crucial in education, with portfolios proposed as a tool to foster it.
  • Limited research exists on the role of portfolios specifically within general practice training.
  • This study addresses the gap by examining a portfolio learning strategy in this context.

Purpose of the Study:

  • To evaluate the usefulness of a portfolio learning strategy in general practice training.
  • To explore the relationship between portfolio use and reflective learning in this setting.
  • To assess the practical implementation and reception of the portfolio model.

Main Methods:

  • A portfolio learning model, developed from pilot work, was introduced in one training region.

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  • An educational facilitator supported the introduction through workshops and materials.
  • Qualitative methods, including 60 semi-structured interviews with 44 trainer/general practice registrar (GPR) pairs over 2 years and two focus groups, were used.

    • Main Results:

    • Portfolios are valuable in general practice vocational training, bridging hospital and general practice experiences.
    • They facilitate learner-centered curricula, exploration of complex issues, and feedback mechanisms.
    • Portfolio utility is influenced by learning styles and requires a cost-benefit consideration.

    Conclusions:

    • Portfolio learning strategies have a defined role in general practice vocational training.
    • They offer a structured approach to enhance reflective practice and curriculum development.
    • Successful implementation necessitates considering individual learner needs and resource allocation.