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

Abstract

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.

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

“…28,35,36,39,40 Of these, two were conducted using the same cohort of pharmacists in Ontario, Canada. 28,35 The Canadian studies identified a variation in the number of reported changes to practice. These changes were based on a self-report questionnaire, a data-collection method that has a number of limitations.…”

“…In the study by Austin et al 28 of 1360 pharmacists in Ontario, Canada, the findings suggested that the portfolio had limited effect in promoting self-reflection. The notion of reflection in all the studies reviewed was used in many different ways, making comparisons difficult.…”

“…Austin et al examined the use of a portfolio for competency requirements. 28 In this study, a group of 1360 pharmacists in Ontario, Canada, were surveyed using a mixed-method approach. Invited comments from participants were categorised and the findings suggested that the portfolio had a limited effect in promoting self-reflection.…”

“…In summary, in the majority of these studies (five) a mandatory portfolio was used to support the learning in a formal educational course, [23][24][25][26]28 and two used a voluntary scheme. 22,27 The benefits to the individual were either nonspecific, an increase in confidence, improvement in critical thinking or a change in behaviour towards peers.…”

L’efficacité des portfolios pour l’évaluation et la formation pendant le cursus post gradué. Guide BEME No. 12

“…Les auteurs ont rapporté que ce processus a fourni une impulsion favorable à l'apprentissage, avec des contraintes de temps adé-quates pour les médecins généralistes. Une enquête menée par Austin et al [24] chez 1415 pharmaciens canadiens soulignait la valeur d'une session de partage d'information, permettant aux participants de discuter des expériences avec des collègues dans un contexte facilitant, et rapportait qu'après cette séance, les individus concernés indiquaient qu'ils étaient «beaucoup plus informés, avertis et favorables à la notion de portfolio ». Dans la petite étude de Tiwari et Tang [15] , chez des étudiants en soins infirmiers, les utilisateurs de portfolios développaient spontanément des stratégies collaboratives d'apprentissage et se soutenaient mutuellement, ceci étant considéré en soi comme un résultat tangible de la participation au processus du portfolio.…”