First year specialist trainees’ engagement with reflective practice in the e-portfolio
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
Doctors in specialist training posts in the Mersey Deanery are expected to reflect on their clinical practice and to document their learning experiences in an e-portfolio. This study aims specifically to explore how they have engaged in reflection on their practice and how they utilise their learning portfolio to document evidence of this. A modified Delphi technique was used to develop a grading system to indentify the level of reflection recorded by participants in the e-portfolio. Transcripts of the reflective accounts were then analysed using a qualitative approach which involved coding and categorising the data. This study demonstrated a wide variation in both the quantity and quality of reflection. Of particular note in the qualitative data analysis were themes relating to clinical knowledge and skills, learning in practice, communication, feelings, types of learning experience reflected on and wider aspects of medical practice. Findings indicate there is variation is the extent to which doctors both engage in and document evidence of reflection. Further research is needed to explore factors that enable or inhibit the use of the e-portfolio for reflection and whether recorded reflection is a true picture of the cognitive process involved.
- Aukes, L. C., Geertsma, J., Cohen-Schotanus, J., Zwierstra, R. P., & Slaetsj, P. J. (2007). The development of a scale to measure personal reflection in medical practice and education. Medical Teacher, 29, 177–182. CrossRef
- Corcoran, J., & Nicholson, C. (2004). Learning portfolios–evidence of learning: an examination of students’ perspectives. Nursing in Critical Care, 9(5), 230–237. CrossRef
- Driessen, E. W., Overeem, K., Van Tartwik, J., Van Der Vleuten, C. P. M., & Muitjens, A. M. M. (2006). Validity of portfolio assessment: Which qualities determine ratings? Medical Education, 40, 862–866. CrossRef
- Driessen, E. W., Van Tartwijk, J., Overeem, K., Vermunt, J. D., & Van Der Vleuten, C. (2005). Conditions for successful reflective use of portfolios in undergraduate medical education. Medical Education, 39, 1230–1235. CrossRef
- Driscoll, J., & Teh, B. (2001). The potential of reflective practice to develop individual orthopaedic nurse practitioners and their practice. Journal of Orthopaedic Nursing, 5, 95–103. CrossRef
- Endacott, R., Gray, M., Jasper, M., Mcmullan, M., Miller, C., Scholes, J., et al. (2004). Using portfolios in the assessment of learning and competence: The impact of four models. Nurse Education in Practice, 4, 250–257. CrossRef
- Francis, D. (2004). Reconstructing the meaning given to critical incidents in nurse education. Nurse Education in Practice, 4, 244–249. CrossRef
- Gannon, T. F., Draper, P., Watson, R., Proctor, S., & Norman, I. J. (2001). Putting portfolios in their place. Nurse Education Today, 21, 534–540. CrossRef
- Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford: Further Education unit, Oxford Brookes University.
- Holloway, I., & Wheeler, S. (2002). Qualitative research in nursing (2nd ed.). Oxford: Blackwell Science.
- Hrisos, S., Illing, J. C., & Burford, B. C. (2008). Portfolio learning for foundation doctors: Early feedback on its use in the clinical workplace. Medical Education, 42, 214–223. CrossRef
- Jasper, M. A., & Fulton, J. (2005). Marking criteria for assessing practice-based portfolios at masters’ level. Nurse Education Today, 25, 377–389. CrossRef
- Kjaer, N. K., Maagaard, R., & Wied, S. (2006). Using an online portfolio in postgraduate training. Medical Teacher, 28(8), 708–712. CrossRef
- Lawson, M., Nestel, D., & Jolly, B. (2004). An e-portfolio in health professional education. Medical Education, 38(5), 569–570. CrossRef
- Mamede, S., & Schmidt, H. G. (2004). The structure of reflective practice in medicine. Medical Education, 38, 1302–1308. CrossRef
- Mamede, S., Schmidt, H. G., & Penaforte, J. C. (2008). Effects of reflective practice on the accuracy of medical diagnosis. Medical Education, 42, 468–475. CrossRef
- McMullan, M., Endacott, R., Gray, M. A., Jasper, M., Miller, C. M. L., Scholes, J., et al. (2003). Portfolios and assessment of competence: A review of the literature. Journal of Advanced Nursing, 41(3), 283–294. CrossRef
- Moon, J. (2004). A handbook for reflective and experiential learning. London: Routledge Falmer.
- Moon, J. (2005). Critical thinking. Bristol: ESCalate.
- Rees, C. (2005). Letter to the editor: The use (and abuse) of the term portfolio. Medical Education, 39, 463.
- Scholes, J., Webb, C., Gray, M. A., Endacott, R., Miller, C., Jasper, M., et al. (2004). Making portfolios work in practice. Journal of Advanced Nursing, 46(6), 595–603. CrossRef
- Schuwirth, L. W. T., & Van Der Vleuten, C. P. M. (2004). Changing education, changing assessment, changing research? Medical Education, 38, 805–812. CrossRef
- Snadden, D., & Thomas, M. L. (1998). The use of portfolio learning in medical education. Medical Teacher, 20(3), 192–199. CrossRef
- Spence, W., & El-Ansari, W. (2004). Portfolio assessment: Practice teachers’ early experience. Nurse Education Today, 24, 388–401. CrossRef
- Stark, P., Roberts, C., Newble, D., & Bax, N. (2006). Discovering professionalism through guided reflection. Medical Teacher, 28(1), E25–e31. CrossRef
- Taylor, B. J. (2006). Reflective practice: A guide for nurses and midwives (2nd ed.). Maidenhead: Open University Press.
- Tiwari, A., & Tang, C. (2003). From process to outcome: the effect of portfolio assessment on student learning. Nurse Education Today, 23, 269–277. CrossRef
- Tochel, C., Haig, A., Hesketh, A., Cadzow, A., Beggs, K., Colthart, I., et al. (2009). The effectiveness of portfolios for post-graduate assessment and education: BEME guide no 12. Medical Teacher, 31(4), 299–318. CrossRef
- White, S., Fook, J., & Gardner, F. (2006). Critical reflection in health and social care. Maidenhead: Open University Press.
- First year specialist trainees’ engagement with reflective practice in the e-portfolio
Advances in Health Sciences Education
Volume 15, Issue 4 , pp 547-558
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- Depth of reflection
- Post-graduate medical education
- Written reflection
- Industry Sectors