Portfolios in continuing medical education - effective and efficient?
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| Title: | Portfolios in continuing medical education - effective and efficient? |
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| Authors: | Mathers NJ (AUTHOR), Challis MC (AUTHOR), Howe AC (AUTHOR), Field NJ (AUTHOR) |
| Source: | Medical Education. Jul1999, Vol. 33 Issue 7, p521-530. 10p. |
| Abstract: | Introduction A cross over comparison between 'traditional' continuing medical education (CME) activities and portfolio-based learning in general practice is described. Method Thirty-two volunteer general practitioners (GPs) were divided into two cohorts; each cohort spent six months following a 'traditional' route to postgraduate educational accreditation (PGEA) and six months following a portfolio-based learning route supported by three CME tutors. Outcome Measures These were the submission of a completed portfolio with evidence of the completion of learning cycles and participants reflections on the educational process. Qualitative and quantitative evaluation data were collected by questionnaire, semi-structured interview, participant observation and review of completed portfolios. Results The themes identified by GPs as hopes for the portfolios were largely fulfilled and the anxieties generally confounded. The flexibility of the portfolio learning process was particularly important to the participants. The breadth of topics covered by the portfolios was extremely wide and comparison with the submissions for 'traditional' PGEA showed a much smaller spread of learning activities and fewer subjects of study. Effectiveness The use of the portfolios of critical incidents and the completion of learning cycles with application to practice provided evidence of the effectiveness of such learning. Efficiency The mean number of hours spent by GPs preparing the portfolios was 24.5 ± 12 (SD) which was significantly more than the 15 hours of PGEA awarded. Conclusions This study demonstrates that a portfolio-based learning scheme can meet the needs of GPs relevant to their professional practice; it can give learners control over how, what and when they learn and encourage active and peer-supported learning; it can build personal and professional confidence and be thought both valid and reliable by participants. Learning... [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 106095497 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Portfolios in continuing medical education - effective and efficient? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mathers+NJ%22">Mathers NJ</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Challis+MC%22">Challis MC</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Howe+AC%22">Howe AC</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Field+NJ%22">Field NJ</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Education%22">Medical Education</searchLink>. Jul1999, Vol. 33 Issue 7, p521-530. 10p. – Name: Abstract Label: Abstract Group: Ab Data: Introduction A cross over comparison between 'traditional' continuing medical education (CME) activities and portfolio-based learning in general practice is described. Method Thirty-two volunteer general practitioners (GPs) were divided into two cohorts; each cohort spent six months following a 'traditional' route to postgraduate educational accreditation (PGEA) and six months following a portfolio-based learning route supported by three CME tutors. Outcome Measures These were the submission of a completed portfolio with evidence of the completion of learning cycles and participants reflections on the educational process. Qualitative and quantitative evaluation data were collected by questionnaire, semi-structured interview, participant observation and review of completed portfolios. Results The themes identified by GPs as hopes for the portfolios were largely fulfilled and the anxieties generally confounded. The flexibility of the portfolio learning process was particularly important to the participants. The breadth of topics covered by the portfolios was extremely wide and comparison with the submissions for 'traditional' PGEA showed a much smaller spread of learning activities and fewer subjects of study. Effectiveness The use of the portfolios of critical incidents and the completion of learning cycles with application to practice provided evidence of the effectiveness of such learning. Efficiency The mean number of hours spent by GPs preparing the portfolios was 24.5 ± 12 (SD) which was significantly more than the 15 hours of PGEA awarded. Conclusions This study demonstrates that a portfolio-based learning scheme can meet the needs of GPs relevant to their professional practice; it can give learners control over how, what and when they learn and encourage active and peer-supported learning; it can build personal and professional confidence and be thought both valid and reliable by participants. Learning... [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1046/j.1365-2923.1999.00407.x Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 521 Titles: – TitleFull: Portfolios in continuing medical education - effective and efficient? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mathers NJ – PersonEntity: Name: NameFull: Challis MC – PersonEntity: Name: NameFull: Howe AC – PersonEntity: Name: NameFull: Field NJ IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul1999 Type: published Y: 1999 Identifiers: – Type: issn-print Value: 03080110 Numbering: – Type: volume Value: 33 – Type: issue Value: 7 Titles: – TitleFull: Medical Education Type: main |
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