EULAR portfolio for Rheumatology training: a EULAR School of Rheumatology initiative. Issue 2 (16th June 2021)

• Record Type: Journal Article
• Authors: van Onna, Marloes; Ramiro, Sofia; Haines, Catherine; Holland-Fischer, Mette; da Silva, Jose Antonio Pereira; Dudler, Jean; Edwards, Chris; Alunno, Alessia; Nikiphorou, Elena; Falzon, Louise; Sivera, Francisca
• Is Part Of: RMD open. Volume 7:Issue 2(2021)
• Publication Date: 2021-06-16
• Subjects: health care -- health services research -- education; Musculoskeletal system -- Diseases -- Periodicals; Rheumatism -- Periodicals; 616.7005
• DOI: 10.1136/rmdopen-2021-001684
• Languages: English
• ISSNs: 2056-5933

Abstract

Abstract : Objective: About half of the rheumatology trainees do not use a portfolio. This project was established to reach consensus about the content of a EULAR portfolio for Rheumatology training and subsequently develop portfolio assessment forms. Methods: After establishing a portfolio working group (WG), including nine rheumatologists and one educationalist, a systematic literature review (SLR) on the content and structure of portfolios for postgraduate learning was conducted (November 2018). This was followed by a survey among WG members and members of the EMerging EUlar NETwork, inquiring about the content and structure of existing national portfolios. The portfolio WG selected the key components of the portfolio, taking previous experience and feasibility into account. Assessment forms (eg, case-based discussion) were developed and pilot-tested. Results: 13/2034 articles were included in the SLR (12 high/1 moderate risk of bias). Information on procedural skills, personal reflections, learning goals and multisource feedback was most often included a portfolio. Twenty-five respondents completed the survey (response≈50%). Feedback from assessors, reflective writing and formulation of learning goals were considered important dimensions to be covered in a portfolio. Six key components of the portfolio were established: curriculum vitae, personal development plan, clinical work, professional behaviours, education and research activities. Suggested minimal content for each component was formulated. Four assessment forms were successfully pilot-tested by 11 rheumatologists and their trainees. Conclusion: A EULAR portfolio for Rheumatology training and assessment forms were developed. Portfolio implementation, particularly in countries without an existing portfolio, may promote a higher standard of rheumatology training across Europe.