The use of portfolios to foster professionalism: attributes, outcomes, and recommendations

Developing a Professional Studies Curriculum to Support Veterinary Professional Identity Formation

“…While there is extensive support in the literature for the use of reflective portfolios, 60 we have been keen to avoid reported pitfalls, such as 'forced' or inauthentic reflections (inclusion of material that the students perceive will get them a better grade, rather than honest accounts of their development), inadequate feedback, and students perceiving that the efforts required are disproportionate to the outcomes achieved. 17,61,62 In common with other authors 20,37,63 we also firmly believe in the advantages of socially constructing reflections on professional identity formation, rather than this being a uniquely solitary experience. However, we also recognise that by reflecting in a group, although this may be empowering in helping students to express views they might consider unimportant or trivial, there is also a possibility that novel or unusual ideas, created by individuals, may be homogenised by the group and lost.…”

Pedagogical Scholarship in Public Health: A Call for Cultivating Learning Communities to Support Evidence-Based Education

“…One essential element is student selfassessment through critical reflection to help foster creative problem solving and analysis of how to improve future performance. 25,[29][30][31][32][33][34] Reflection can be included as part of a triangulated assessment of field practice compiling evidence from various sources, including student, preceptor, and faculty. 31 New York University has incorporated triangulation and critical reflection into its internship in various formats, including an online discussion forum.…”

Evaluation of an Instrument to Assess Students’ Personal and Professional Development During the Faculty Advising Process

“…6 Lastly, others have published studies describing assessment of professionalism through either evaluation of student portfolios or by preceptor evaluation as an element of program's midpoint or end of block evaluations on advanced pharmacy practice experiences (APPEs). 2,12,13 Other health professions have used a mix of self-reflection and objective assessment of elements of personal and professional development in didactic portions of their curriculums. Harris and colleagues at Ohio State University noted the importance of assessing students early in the curriculum and throughout the program.…”

“…Given literature reporting the benefit of student self-reflection and critical nature of mentoring to develop these attributes, we evaluated the potential for an enhanced student advising process to help students in their development of these attributes as well as to improve our academic and career counseling. 13,15 Previously, advisor meetings were only required during the P2 year with a standardized student reflection; all other advising was voluntary. Based on feedback from P4 graduating student focus groups, graduating student surveys from the American Association of Colleges of Pharmacy (AACP), the updated educational standards from the Accreditation Council for Pharmacy Education (ACPE) recognizing the need for schools to provide academic advising to support student success, and faculty input, we formalized and mandated a longitudinal advising process spanning all four years of the renewed curriculum.…”