Portfolios in personal and professional development

Driessen, Erik; Tartwijk, Jan van

doi:10.1002/9781118472361.ch14

Cited by 10 publications

(11 citation statements)

References 39 publications

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“…It is beyond the scope of this paper to discuss the practical aspects of a portfolio, such as how to construct and implement an effective portfolio or how to assess a portfolio. I have extensively discussed these aspects elsewhere (e.g., Driessen and van Tartwijk 2013; van Tartwijk and Driessen 2009). …”

Section: Do Portfolios Have a Future?mentioning

confidence: 99%

Do portfolios have a future?

Driessen

2016

Adv in Health Sci Educ

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While portfolios have seen an unprecedented surge in popularity, they have also become the subject of controversy: learners often perceive little gain from writing reflections as part of their portfolios; scholars question the ethics of such obligatory reflection; and students, residents, teachers and scholars alike condemn the bureaucracy surrounding portfolio implementation in competency-based education. It could be argued that mass adoption without careful attention to purpose and format may well jeopardize portfolios’ viability in health sciences education. This paper explores this proposition by addressing the following three main questions: (1) Why do portfolios meet with such resistance from students and teachers, while educators love them?; (2) Is it ethical to require students to reflect and then grade their reflections?; (3) Does competency-based education empower or hamper the learner during workplace-based learning? Twenty-five years of portfolio reveal a clear story: without mentoring, portfolios have no future and are nothing short of bureaucratic hurdles in our competency-based education programs. Moreover, comprehensive portfolios, which are integrated into the curriculum and much more diverse in content than reflective portfolios, can serve as meaningful patient charts, providing doctor and patient with useful information to discuss well-being and treatment. In this sense, portfolios are also learner charts that comprehensively document progress in a learning trajectory which is lubricated by meaningful dialogue between learner and mentor in a trusting relationship to foster learning. If we are able to make such comprehensive and meaningful use of portfolios, then, yes, portfolios do have a bright future in medical education.

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Section: Do Portfolios Have a Future?mentioning

confidence: 99%

Do portfolios have a future?

Driessen

2016

Adv in Health Sci Educ

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“…It made me realize that I needed to learn and practice more." (ID 2-p. [3][4][5] Students understood more about the steps and advantages of conducting self-reflection. Students valued the prompts of self-reflection included in the platform.…”

Section: Evaluation Stagementioning

confidence: 99%

“…2 In the field of health professional education, portfolios have been used as an assessment method as well as a monitoring and learning method. 3 The use of e-portfolios in an undergraduate dentistry program was reported to have the predictive validity of multiple competency scores in a specific module. 4 The use of e-portfolio in postgraduate dentistry has also shown several advantages regarding students' learning, motivation, and communication skills.…”

Section: Introductionmentioning

confidence: 99%

E-portfolio system development for undergraduate clinical dentistry: An action research study in one university

2020

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Introduction: Higher education institutions are responsible for accommodating students to synthesise the knowledge and skills they obtained in the classroom or workplace through reflections. In the field of health professional education, the use of e-portfolio has provided an empirically validated conceptual model of integrated knowledge and learning. Therefore, it is essential to analyse the need to establish a new platform to engage stakeholders and thus ensure daily use of e-portfolio by students in undergraduate dentistry program in Indonesia. The present study was aimed to develop an e-portfolio platform based on a needs analysis and explore stakeholders’ perceptions following its implementation. Methods: The present study was a participatory action research study using a cross-sectional design with a qualitative approach that involved trainees and supervisors in an undergraduate clinical dentistry program. The study was divided into three stages: the exploration stage, the pilot study stage, and the evaluation stage of the e-portfolio platform. Data were collected using in-depth interviews and focus group discussions with stakeholders, which included faculty members and students. Data were analysed thematically. Results: The e-portfolio platform was developed according to the results of the needs analysis stage while considering stakeholders’ expectations and expected features. The results of the evaluation stage indicated a positive response from respondents. Respondents considered the e-portfolio to be very useful in students’ professional development, as it helped students to understand the content, assisted in learning, and improved their understanding of self-reflection. Conclusion: Performing a needs analysis prior to the development of an e-portfolio system provided information on technical issues regarding its development as well as the adequate supporting system required prior to its implementation. Although the implementation of the e-portfolio developed in this early stage was not conducted ideally, students reported a satisfactory impact on their learning.

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“…In order to facilitate the identification of evidence-based teaching parameters that promote active and meaningful learning of topics in embryology and pathophysiology, I propose that the development of new curricula that revolves around a spectrum of human diseases, such as facioscapulohumeral muscular dystrophy, cystic fibrosis, and cardiovascular disease, would enable first and second year students to draw links between biomedical and clinical skills. By encouraging Schön's reflection-in-action during their learning experiences in written project portfolios (Driessen and van Tartwijk, 2014), students would explore, synthesize, and evaluate how different aspects of anatomy, cell biology, bioethics, diversity, and epigenetics intersects in community wellness and how they can work in teams with both clinical and biomedical scientists.…”

Section: Strategies For Implementing Process Of Inquiry Mindset In Thmentioning

confidence: 99%

Inter-blocking: Integrating a Process of Inquiry Mindset into Medical Education

Kao¹

2016

MedEdPublish

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Integrating basic science knowledge with clinical skills is essential for undergraduate medical training. While there are new medical curricula aimed to seamlessly meld these two aspects of medical education, it is unclear how recent developments in cognitive psychology education, such as interleaving, may inform a process of inquiry based curriculum during the early phases of medical education. Here, I offer a hybrid combination of interleaving and blocking theories, or inter-blocking, into an innovative early medical education curriculum centered on investigation by synthesizing strands of basic sciences and clinical skills. This conceptual framework lays the platform for future evidence-based medical and science education research into how modulating different degrees of interleaving and blocking may promote self-motivation, lifelong learning, and inclusive communities of learners during the early phases of undergraduate medical education.

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Portfolios in personal and professional development

Cited by 10 publications

References 39 publications

Do portfolios have a future?

Do portfolios have a future?

E-portfolio system development for undergraduate clinical dentistry: An action research study in one university

Inter-blocking: Integrating a Process of Inquiry Mindset into Medical Education

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