Evaluation of an established learning portfolio. (7th January 2013)

• Record Type: Journal Article
• Authors: Vance, Gillian; Williamson, Alyson; Frearson, Richard; O'Connor, Nicole; Davison, John; Steele, Craig; Burford, Bryan
• Is Part Of: Clinical teacher. Volume 10:Number 1(2013)
• Page Start: 21
• Page End: 26
• Publication Date: 2013-01-07
• Subjects: Medical education -- Periodicals; Medical education -- Great Britain -- Periodicals; 610.711
• DOI: 10.1111/j.1743-498X.2012.00599.x
• Languages: English
• ISSNs: 1743-4971

Abstract

Summary: Background: The trainee‐held learning portfolio is integral to the foundation programme in the UK. In the Northern Deanery, portfolio assessment is standardised through the Annual Review of Competence Progression (ARCP) process. In this study we aimed to establish how current trainees evaluate portfolio‐based learning and ARCP, and how these attitudes may have changed since the foundation programme was first introduced. Methods: Deanery‐wide trainee attitudes were surveyed by an electronic questionnaire in 2009 and compared with perceptions recorded during the pilot phase (2004–2005). Results: Many trainees continue to view the e‐portfolio negatively. Indeed, significantly fewer trainees in 2009 thought that the e‐portfolio was a 'good idea' or a 'worthwhile investment of time' than in 2005. Trainees remain unconvinced about the educational value of the e‐portfolio: fewer trainees in 2009 regarded it as a tool that might help focus on training or recognise individual strengths and weaknesses. Issues around unnecessary bureaucracy persist. Current trainees tend to understand how to use the e‐portfolio, but many did not know how much, or what evidence to collect. Few supervisors were reported to provide useful guidance on the portfolio. ARCP encouraged portfolio completion but did not give meaningful feedback to drive future learning. Discussion: Continued support is needed for both trainees and supervisors in portfolio‐building skills and in using the e‐portfolio as an educational tool. Trainee‐tailored feedback is needed to ensure that portfolio‐based assessment promotes lifelong, self‐directed and reflective learners.