Methodologic Trends in the Healthcare Professions

Forker, Judith Erickson; McDonald, Mary E.

doi:10.1097/00006223-199609000-00006

Cited by 18 publications

(4 citation statements)

References 3 publications

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“…For portfolios to be effective clear ground rules must be established concerning access to the material and the purpose for which it will be used. Portfolios have been used in other settings for formal assessment (Forker & McDonald 1996), but this project suggests that such use in vocational training would be unwelcome.…”

Section: Discussionmentioning

confidence: 99%

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

1998

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Reflective learning has been widely addressed as an important learning mechanism in the educational literature. The creation of portfolios has been seen as a mechanism to promote this, though there has been little exploration of the place of a portfolio in general practice training. This study examined the introduction of a model of a portfolio learning strategy into one training region. The model had been developed by previous pilot work. The study explored the model in terms of its usefulness in general practice training and its relationship to reflective learning. An educational facilitator was used to support this introduction. Workshops and written material were developed to disseminate and refine ideas generated in the pilot study. This was followed by visits to trainer/general practice registrar (GPR) pairs over a 2-year period. These visits included semistructured interviews, which were tape-recorded and analysed using qualitative methods. Additional written resources, video and audio material as well as new workshops were designed with the researched participants in order to promote the development of the concepts of portfolio learning. Sixty interviews were carried out over a 2-year period with 44 pairs of trainers and GPRs. This included a total of 27 trainers and 44 registrars. Eighteen pairs were interviewed twice. Two focus groups were used at the end of the project. Portfolios have a place to play in general practice vocational training. They act as a bridge between hospital and general practice. They can be used to develop a learner-centred curriculum, explore difficult emotive concerns and facilitate feedback. They do not suit all learning styles. Their use is determined by a cost-benefit analysis described in this study.

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Section: Discussionmentioning

confidence: 99%

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

1998

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“…It is claimed that portfolios help to assess and promote critical thinking (Forker & McDonald 1996, Sorrell et al 1997, Wenzel et al 1998) and encourage students to become accountable and responsible for their own learning (Mitchell 1994, Harris et al 2001. However, this self-directed methodology depends on student maturity and motivation (Sheckley & Keeton 1994, Hull & Redfern 1996 and will not suit all learning styles (Snadden et al 1996, Snadden & Thomas 1998.…”

Section: Advantages and Disadvantages Of Portfoliosmentioning

confidence: 99%

“…It is claimed that portfolios help to assess and promote critical thinking (Forker & McDonald 1996, Sorrell et al . 1997, Wenzel et al .…”

Section: Advantages and Disadvantages Of Portfoliosmentioning

confidence: 99%

Portfolios and assessment of competence: a review of the literature

McMullan

Endacott

Gray

et al. 2003

Journal of Advanced Nursing

404

311

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A holistic approach to competence seems to be compatible with the use of portfolios to assess competence in nursing students, but the concept and its implementation is still evolving. A variety of assessment methods are needed for assessment and portfolios appear to have the potential to integrate these. Reflection is an essential component of a portfolio, as are the student-teacher relationship and explicit guidelines for constructing the portfolio. Issues of rigour in assessment of portfolios need to be addressed, but the assessor's professional judgement will inevitably enter into this assessment.

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“…The most common are structured or non-structured selfreport instruments (Bartlett et al 2000, Meretoja 2003, Issel et al 2006, Poulton & McCammon 2006, Arnez & Hasson 2008 and methods based on observation, proof and demonstration (While et al 1995, Berkenstadt et al 2006, Brosnan et al 2006. Also tutor and peer evaluation (Das et al 2002, Chaves et al 2006, interviews (Girot 1993, Tabari Khomeiran et al 2006) and portfolios (Forker & McDonald 1996, Girot 2000, McMullan et al 2003) have been used.…”

Section: Introductionmentioning

confidence: 99%