Abstract:
BACKGROUND:Portfolios in post-graduate healthcare education are used to support reflective practice, deliver summative assessment, aid knowledge management processes and are seen as a key connection between learning at organisational and individual levels. This systematic review draws together the evidence on the effectiveness of portfolios across postgraduate healthcare and examines the implications of portfolios migrating from paper to an electronic medium across all professional settings. METHODS:A literature search was conducted for articles describing the use of a portfolio for learning in a work or professional study environment. It was designed for high sensitivity and conducted across a wide range of published and unpublished sources relevant to professional education. No limits for study design or outcomes, country of origin or language were set. Blinded, paired quality rating was carried out, and detailed appraisal of and data extraction from included articles was managed using an online tool developed specifically for the review. Findings were discussed in-depth by the team, to identify and group pertinent themes when answering the research questions. RESULTS:Fifty six articles from 10 countries involving seven healthcare professions met our inclusion criteria and minimum quality threshold; mostly uncontrolled observational studies. Portfolios encouraged reflection in some groups, and facilitated engagement with learning. There was limited evidence of the influence of a number of factors on portfolio use, including ongoing support from mentors or peers, implementation method, user attitude and level of initial training. Confounding variables underlying these issues, however have not been fully investigated. A number of authors explored the reliability and validity of portfolios for summative assessment but reports of accuracy across the disparate evidence base varied. Links to competency and Quality Assurance frameworks have been demonstrated. There were conflicting reports about whether the different purposes of portfolios can be combined without compromising the meaningfulness of the contents. There was good evidence that the flexibility of the electronic format brought additional benefits to users, assessors and organisations, and encouraged more enthusiastic use. Security of data remained a high priority issue at all levels, and there was emerging evidence of successful transfer between electronic portfolio systems. CONCLUSION:The evidence base is extensive, but contains few high quality studies with generalisable messages about the effectiveness of portfolios. There is, however, good evidence that if well implemented, portfolios are effective and practical in a number of ways including increasing personal responsibility for learning and supporting professional development. Electronic versions are better at encouraging reflection and users voluntarily spend longer on them. Regular feedback from a mentor enhances this success, despite competing demands on users' time and occasional scepticism about the purpose of a portfolio. Reports of inter-rater reliability for summative assessments of portfolio data are varied and there is benefit to be gained from triangulating with other assessment methods. There was insufficient evidence to draw conclusions on how portfolios work in interdisciplinary settings.
journal_name
Med Teachjournal_title
Medical teacherauthors
Tochel C,Haig A,Hesketh A,Cadzow A,Beggs K,Colthart I,Peacock Hdoi
10.1080/01421590902883056subject
Has Abstractpub_date
2009-04-01 00:00:00pages
299-318issue
4eissn
0142-159Xissn
1466-187Xpii
910828165journal_volume
31pub_type
杂志文章,评审相关文献
MEDICAL TEACHER文献大全abstract::Most games used for teaching focus on either content transfer or an experiential learning experience. 'Context is Key' is a combination of both as the learners actively interact experientially with the content being taught, with fellow learners and with the facilitator(s). Using this interactive game after a didactic ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590412331282282
更新日期:2004-09-01 00:00:00
abstract::Teaching and learning in primary care and community settings is now a very common aspect of most medical trainings, and there is a growing expertise and evidence base related to the contribution of primary care practice to the reform of medical education. This article in the '12 tips' series touches on both practical ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/00034980120103423
更新日期:2002-01-01 00:00:00
abstract::Changing demographic, social, economic and technological trends have impacted the expectations of the Academic Health Center in preparing physicians to serve the needs of the American society, resulting in revisions to current curricula. In addition to the traditional basic sciences and clinical disciplines, accredite...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590701288564
更新日期:2007-06-01 00:00:00
abstract::This AMEE Guide offers an overview of methods used in determining passing scores for performance-based assessments. A consideration of various assessment purposes will provide context for discussion of standard setting methods, followed by a description of different types of standards that are typically set in health ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2013.853119
更新日期:2014-02-01 00:00:00
abstract::Purpose: Case-based learning (CBL) is now used as a teaching strategy to promote clinical problem-solving ability. The purpose of this study was to determine whether CBL is superior to the traditional teaching method in teaching lung cancer curriculum to oncology students. Methods: This study was a randomized controll...
journal_title:Medical teacher
pub_type: 杂志文章,随机对照试验
doi:10.1080/0142159X.2019.1617414
更新日期:2019-10-01 00:00:00
abstract:BACKGROUND:Often the scenarios and preparation time given to Simulated/Standardised Patients (SPs) is not sufficient. This leads to superficial portrayals lacking of energy. Due to incongruent verbal and non-verbal language, these portrayals often come across as unrealistic and fabricated. This article aims at describi...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2014.887832
更新日期:2014-06-01 00:00:00
abstract::Effective mentorship is critical for achieving professional success, influencing outcomes such as career selection and advancement, self-confidence and performance, and sense of community and fulfillment. Despite the established importance of mentorship, however, mentoring relationships can be challenging to develop a...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2020.1795098
更新日期:2020-07-27 00:00:00
abstract:BACKGROUND:Traditional lecturing used in teaching has the lowest retention rate; the use of games as part of an instruction method may enhance retention and reinforce learning by creating a dynamic educational environment. This study aims to systematically review the literature on educational games for the health profe...
journal_title:Medical teacher
pub_type: 杂志文章,评审
doi:10.3109/0142159X.2015.1006609
更新日期:2015-04-01 00:00:00
abstract::Staff development is seen as a key aspect of medical education and many teachers/tutors are now required to attend some formal development activity. However, most workshops do not involve the student. In Manchester, the philosophy is to actively involve students in all aspects of the undergraduate course including del...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159031000092616
更新日期:2003-03-01 00:00:00
abstract:INTRODUCTION:The move to competency-based medical education has created new challenges for medical teachers, including the need to reflect on and further develop their own competencies as teachers. Guidance is needed to ensure comprehensive and coherent programs of faculty development to meet the needs of teachers. ME...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2017.1394998
更新日期:2018-01-01 00:00:00
abstract:BACKGROUND:The emergence of mobile computing could have an impact on how junior doctors learn. To exploit this opportunity it is essential to understand their information seeking process. AIM:To explore junior doctors' experiences of using medical knowledge sources on handheld computers. METHOD:Interviews with five S...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590701507294
更新日期:2007-09-01 00:00:00
abstract:BACKGROUND:This research examines student evaluations of their experience and attitudes in an 11 week mind-body skills course for first year medical students. AIMS:The aim is to understand the impact of this course on students' self-awareness, self-reflection, and self-care as part of their medical education experienc...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590701509647
更新日期:2007-10-01 00:00:00
abstract:BACKGROUND:The Objective Structured Clinical Examination (OSCE) has experienced an explosion of use which has rarely been accompanied by systematic investigations on its validity, reliability and feasibility. A systematic review of OSCE was undertaken as part of Best Evidence Medical Education at the Centre for Evidenc...
journal_title:Medical teacher
pub_type: 杂志文章,评审
doi:10.1080/01421590802578277
更新日期:2009-02-01 00:00:00
abstract::Child health issues are of high importance in the occupied Palestinian territories, where half of the population are children. The Royal College of Paediatrics and Child Health have developed a comprehensive paediatric training programme for primary healthcare providers with the aim of improving child health in the ar...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2010.509411
更新日期:2010-01-01 00:00:00
abstract:BACKGROUND:Problem-based learning (PBL) tutorial are conducted in small groups, and successful learning in such groups requires good group facilitating skills. There is a lack of research on actual skills employed by tutors in facilitating the group dynamics. AIM:To explore the process of PBL tutorial small groups, fo...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2012.714883
更新日期:2013-01-01 00:00:00
abstract::An extensive literature on adult learning principles has been developed over the last 40 years. Simultaneously, undergraduate medical educational programs have undergone varying degrees of curricular reform. The present paper discusses the educational and societal factors that have functioned as a catalyst for innovat...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590310001642957
更新日期:2004-02-01 00:00:00
abstract:CONTEXT:This study aimed to develop a near-patient, e-learning tool and explore student views on how utilization of such a tool influenced their learning. METHODS:Third year medical students from Monash University in Melbourne, Australia were invited to trial a novel, near-patient, e-learning tool in two separate pilo...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2014.955842
更新日期:2015-01-01 00:00:00
abstract::This paper reports a cross-sectional questionnaire study that investigated perceived stress and psychological responses to the SARS outbreak in healthcare students at the height of the outbreak in Hong Kong in 2003. Non-healthcare university students served as controls. All the groups reported high levels of perceived...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590400006572
更新日期:2004-11-01 00:00:00
abstract::Background: Clinical reasoning is a key ability essential for practising health professionals. However, little is known about the current global adoption of clinical reasoning teaching and assessment.Purpose: We aimed to provide insights into how clinical reasoning is deliberately taught and assessed in curricula worl...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2019.1708293
更新日期:2020-04-01 00:00:00
abstract::Medical students represent a significant community investment and promoting their health preserves this investment. In order to design health promotion programs for medical students in the United Arab Emirates, students' needs were assessed by means of a cross-sectional self-administered questionnaire survey. Major fi...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590310001605633
更新日期:2003-09-01 00:00:00
abstract::Introduction: Experience in palliative medicine provides a beneficial learning opportunity for doctors-in-training. There is, however, a gap in understanding which aspects of learning are most useful, which are problematic and how learning can best be facilitated. This study addresses that gap using the 'threshold con...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2019.1687868
更新日期:2020-04-01 00:00:00
abstract::This personal view about the overemphasis placed on United States Medical Licensing Examination scores and how the U.S. undergraduate medical education system currently assesses medical student competency is based on my personal experience as both a medical student and a hospitalized patient. In this unique perspectiv...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2019.1680822
更新日期:2020-10-01 00:00:00
abstract:BACKGROUND:Technology has been incorporated into the classrooms of future healthcare professionals for decades and vast research has investigated its effectiveness. Much less attention, however, has examined how medical schools are actually using technology and telemedicine to aid teaching. AIMS:It is unclear how medi...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2014.887837
更新日期:2014-04-01 00:00:00
abstract::In an era of expanding health sectors and rising costs, doctors are expected to have a working knowledge of health economics to better use resources and improve outcomes and quality of health care. This article recognizes the dearth of knowledge and application of economic analyses in medical education and clinical pr...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2015.1006611
更新日期:2015-04-01 00:00:00
abstract:BACKGROUND:The Psychological Medical Inventory (PMI) assesses the level of interest, confidence, and perceived clinical abilities in addressing psychological aspects of patient care. The scale has been used solely among physicians and other healthcare professionals. AIMS:To examine the psychometric properties and fact...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590701769563
更新日期:2008-02-01 00:00:00
abstract::Scholarship in Health Professions Education is not just original research, it also includes study of educational processes, and application of new knowledge to practice. The pathways to successful scholarship are not always clear to novice educators. In this article, we describe strategies to establish a Community of ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2020.1839034
更新日期:2020-10-27 00:00:00
abstract:BACKGROUND:Transition from school to university life involves maturation changes in areas of academic and personal life. METHOD:Evaluation of factors involved was studied though analysis of appraisal interview outcomes during the first two years, which documented achievements and goal setting in 511 medical students (...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590601178006
更新日期:2007-03-01 00:00:00
abstract::An innovative medical curriculum at the University of New South Wales (UNSW) has been developed through a highly collaborative process aimed at building faculty ownership and ongoing sustainability. The result is a novel capability-based program that features early clinical experience and small-group teaching, which o...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590600834229
更新日期:2006-09-01 00:00:00
abstract:BACKGROUND:Lack of faculty training is often cited as the main obstacle to post-graduate teaching in communication skills. AIMS:To explore clinical supervisors' needs and perceptions regarding their role as communication skills trainers. METHODS:Four focus group discussions were conducted with clinical supervisors fr...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590802650134
更新日期:2009-07-01 00:00:00
abstract:AIM:To look at the characteristics of Postgraduate Hospital Educational Environment Measure (PHEEM) using data from the UK, Brazil, Chile and the Netherlands, and to examine the reliability and characteristics of PHEEM, especially how the three PHEEM subscales fitted with factors derived statistically from the data set...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421590903095528
更新日期:2009-11-01 00:00:00