The development and evaluation of a personal learning log for Senior House Officers

Kelly, Diane; Murray, Richard M.

doi:10.1046/j.1365-2923.1999.00258.x

Cited by 12 publications

(10 citation statements)

References 16 publications

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“…Simple learning diaries (i.e. descriptions or accounts of an experience with no summary of what was learned as a result) have generally been found to be ineffective (Jolly, 1999;Kelly & Murray, 1999;Dolmans, Schmidt, van der Beek & Beintema, 1999). Challis, Mathers, Howe & Field (1997) compared general practitioners' use of learning portfolios (with both descriptions and analyses of experiences) to traditional continuing education documentation, and noted the portfolio's superiority in encouraging interaction with peers, and connection of learning with day-to-day practice.…”

Section: Introductionmentioning

confidence: 99%

Use of a learning portfolio for continuous professional development: A study of pharmacists in Ontario (Canada)

2005

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The use of learning portfolios in health professions has been widely described and discussed as an important tool for promoting reflective practice and continuing professional development. Within pharmacy, there have been reports of the use of the learning portfolio in practice and education. The Ontario College of Pharmacists, as part of its maintenance of competency requirements, requires practicing pharmacists to maintain a learning portfolio as a written record of learning activities, resources used and outcomes. For this study, surveys were distributed to 1415 pharmacists in Ontario, Canada (representing approximately 20% of all pharmacists in the province) and data was collected related to use of the learning portfolio in practice.In addition, anecdotal feedback was collected and analyzed to identify the value of the portfolio in maintenance of competency activities for pharmacists. Results indicate that initially pharmacists may express misunderstanding or misapprehension regarding the role of the learning portfolio and optimal ways of documenting learning in practice. However, with additional support (including the use of facilitated, peer-based discussions), attitudes towards learning portfolios shift towards acceptance and understanding. Quantitative data indicates a wide variation in the number of learning objectives identified per pharmacist per year, the amount of time spent in continuous professional development activities, and the impact of these activities on changing practice.

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Section: Introductionmentioning

confidence: 99%

Use of a learning portfolio for continuous professional development: A study of pharmacists in Ontario (Canada)

2005

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“…Senior house officers (the equivalent of CT1 and CT2 trainees in the current UK postgraduate training scheme) in the emergency department and an obstetric unit using 'personal learning logs' stated that more training was required, as well as protected time, and many stated that it did not increase their learning. 10 Some authors question whether the portfolio is too prescriptive, and propose alternative models based on educational development, clinical practice, leadership, innovation, professionalism and personal experience. 11 However, other studies show medical students and registrars in general practice finding portfolios useful.…”

Section: Discussionmentioning

confidence: 99%

Trainees' views of portfolios in psychiatry

2012

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Aims and methodPortfolios are now used extensively within the field of psychiatry and our aim was to obtain trainees' feedback on their value. We used a questionnaire to evaluated trainees' priorities, what educational tools they found most helpful, how much time trainees spent on preparing their portfolios and the best and worst aspects of the portfolios.ResultsThe survey was completed by 207 out of 228 trainees (90.8%). The majority (58.4%) rated ‘Passing the ARCP [Annual Review of Competence Progression]’ as their top priority. More trainees found benefit from the feedback of workplace-based assessments (33.3%) than the ratings given (24.1%). Time spent on portfolios on a weekly basis ranged from 5 min to 12 h (the most common answer was 1–2 h). A total of 50.7% felt they did not have enough time to spend on their portfolios. Many found it encouraged reflective practice, but wanted more training for both trainees and trainers on how to use them properly.Clinical implicationsThe expansion of portfolios within the changing National Health Service requires careful planning and training, and perhaps some allocated time to complete them, so that trainees can derive the maximum benefits from the portfolio's intended purpose.

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“…A study to evaluate a personal learning log (in the form of a portfolio) used by a group of 157 senior house officers in Scotland indicated that the log did not have a significant effect on knowledge or confidence after 6 months and few documented any specific learning. 42 Tigelaar et al 43 from the Netherlands used a qualitative approach, with semi-structured interviews of five medical teachers' views on the use of a portfolio. The results suggested that the portfolio structure was too prescriptive, involved a heavy additional workload and that research was needed on the long-term benefits of using a portfolio.…”

Section: Lack Of Benefit To Practicementioning

confidence: 99%

The impact of portfolios on health professionals' practice: a literature review

Kostrzewski

Dhillon

Goodsman

et al. 2008

International Journal of Pharmacy Practice

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Objectives The purpose of this paper is to review the literature on the use of a portfolio and discuss the evidence for the impact of a portfolio on professional practice, in particular pharmacy practice. Method A literature review was performed using databases from health care and education, namely AMED, BEI, CINAHL, Embase, ERIC, IPA, MedLine, PHARM-LINE, PsycInfo, TIMELIT and ZETOCs, as well as a manual search of relevant journals and documents between 1991 and 2007. The search terms included portfolio, progress files and assessment, and these were linked with pharmacy. Articles were included in the review if they had a focus on the portfolio as a contribution to professional practice. Key findings Portfolios have been used in the education field for over decade. A total of 26 out of 1901 papers were identified which examined portfolios in a post-registration setting. The majority of these publications were from medicine (12), with education (six), pharmacy (five) and nursing (three) making up a small proportion. Portfolios were seen as (a) a tool for use in feedback, (b) a useful trigger for reflection and (c) a link between academic learning and practice. A similar set of findings were seen in the educational context. In addition, a portfolio (a) requires motivation to record and (b) can change behaviour towards colleagues. Conclusions There is still confusion about the meaning of a professional portfolio in health care professions. It is suggested that portfolios should be classified according to a modified system from the teaching profession. The evidence that portfolios can contribute to practice is limited. This review suggests the need for more studies into the impact of portfolios on professional practice, in particular in a pharmacy context.

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The development and evaluation of a personal learning log for Senior House Officers

Cited by 12 publications

References 16 publications

Use of a learning portfolio for continuous professional development: A study of pharmacists in Ontario (Canada)

Use of a learning portfolio for continuous professional development: A study of pharmacists in Ontario (Canada)

Trainees' views of portfolios in psychiatry

The impact of portfolios on health professionals' practice: a literature review

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