A Review of Portfolio Use in Residency Programs and Considerations before Implementation

Colbert, Colleen Y.; Ownby, Allison R.; Butler, Patricia M.

doi:10.1080/10401330802384912

Cited by 33 publications

(30 citation statements)

References 67 publications

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“…A previous study has highlighted that there needs to be consistency in content of portfolios. 10 More published guidance about WPBA and the ARCP process was made available in 2009, including a College Occasional Paper. In other pilot studies, trainees have found the process of gathering evidence time-consuming and frustrating owing to the unavailability or unwillingness of potential assessors.…”

Section: Discussionmentioning

confidence: 99%

Trainees' perception of the Annual Review of Competence Progression: 2-year survey

Vasudev

Thakkar³

2010

Psychiatrist

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Aims and methodThe Annual Review of Competence Progression (ARCP) is a process of checking and evaluating evidence of competency attainment collected by a trainee over the preceding year. There has been no study evaluating trainees' perception of this new process. Two cross-sectional electronic surveys were conducted a year apart in the north of England. Out of 92 psychiatry trainees 58 (63%) completed the survey in 2008; 60 (63%) out of 96 trainees completed the second round in 2009.ResultsOver the year there was a significant improvement in trainees' perception of the new process: 75% of respondents highlighted non-availability of a list of acceptable evidence for the portfolio in 2008, which reduced to 22% in 2009 (P <0.001). The percentage of trainees facing difficulty in accessing the electronic portal reduced from 73 to 28% (P <0.001). The trainees continued to express the need for explicit feedback at ARCP and improved training of the assessors in addition to other parameters.Clinical implicationsThe process of ARCP seems to have become robust over the year studied. There is scope for further refining of the process according to trainees' needs.

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Section: Discussionmentioning

confidence: 99%

Trainees' perception of the Annual Review of Competence Progression: 2-year survey

Vasudev

Thakkar³

2010

Psychiatrist

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“…16,17 We recommend that trainees take an active role in the milestone assessment process. For some competency domains, a portfolio model, where trainees actively collect evidence and reflect on experiences, [18][19][20][21][22] may be an attractive approach.…”

Section: A Shift To Learner Accountabilitymentioning

confidence: 99%

Clinical Competency Committees and Assessment: Changing the Conversation in Graduate Medical Education

Colbert¹,

Dannefer²,

French³

2015

Journal of Graduate Medical Education

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“…While resident portfolios are often used to both assess and aim teaching toward the ACGME competencies, studies have highlighted the wide variability in portfolio quality and utilization [18]. We believe the ACGME, in collaboration with its Residency Review Committees and in partnership with the ABMS, should establish a method to formalize and develop a standard for residency competency metadata.…”

Section: Next Stepsmentioning

confidence: 96%

“…Some researchers have detailed the use of traditional and e-portfolios for targeted aspects of their respective residency programs. One study demonstrated the value of portfolios to assess residency problem-based learning and systems-based practice competencies, while another detailed an e-portfolio system to measure specific competency-based criteria for resident promotion [18].…”

Section: Environmental and Tools Assessmentmentioning

confidence: 99%

“…We believe the ACGME, in collaboration with its Residency Review Committees and in partnership with the ABMS, should establish a method to formalize and develop a standard for residency competency metadata. The metadata schema will provide a foundation for the development of e-portfolios that are portable and follow best practice implementation and assessment guidelines [18]. By allowing the collection and reporting of aggregate data, this approach will allow us to become datadriven organizations and improve medical education and, ultimately, patient care outcomes.…”

Section: Next Stepsmentioning

confidence: 99%

See 1 more Smart Citation

e-Portfolio Competency Metadata: Pilot Study for a Call to Action

et al. 2010

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The six competency domains required by the Accreditation Council for Graduate Medical Education (ACGME) have led to a proliferation of measurement tools, assessment methods, and all forms of data from paper to electronic. The need exists to develop a standardized electronic (e)-portfolio to provide the aggregate data to improve education and patient care. This process requires a sound methodology using XML metadata to allow portability of e-portfolio data. We surveyed publicly available metadata and developed an e-portfolio system for the Henry Ford Hospital General Surgery Residency Program. Based on our implementation of e-portfolios for 70 physicians, we call upon the ACGME, the Residency Review Committees, and the American Board of Medical Specialties to establish a method to formalize and develop a standard for residency competency metadata. Using an approach similar to that of our study can streamline data and lead to improved medical education and ultimately better patient care.

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A Review of Portfolio Use in Residency Programs and Considerations before Implementation

Abstract: There is wide variation in how portfolios are utilized within U.S. residency programs. The challenge for graduate medical education is to create consensus on the definition and purpose of portfolios, such that best practices in portfolio implementation and assessment can be achieved.

Cited by 33 publications

References 67 publications

Trainees' perception of the Annual Review of Competence Progression: 2-year survey

Trainees' perception of the Annual Review of Competence Progression: 2-year survey

Clinical Competency Committees and Assessment: Changing the Conversation in Graduate Medical Education

e-Portfolio Competency Metadata: Pilot Study for a Call to Action

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