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Portfolio‐based learning and general practice vocational training
Author(s) -
Snadden D,
Thomas M L,
Griffin E M,
Hudson H
Publication year - 1996
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2923.1996.tb00733.x
Subject(s) - enthusiasm , portfolio , vocational education , context (archaeology) , reflective practice , action (physics) , process (computing) , facilitation , action learning , action research , training (meteorology) , medical education , psychology , computer science , pedagogy , teaching method , medicine , cooperative learning , business , social psychology , paleontology , physics , finance , quantum mechanics , neuroscience , biology , operating system , meteorology
SUMMARY This action research project developed a portfolio‐based learning system, based around a ‘log diary’, with the trainers and general practitioner registrars of one training region in the UK. For those that found benefit from the system, the diary became an important way of holding all the events of a training year together; a way of looking back, in order to view the progress made, and looking forward, to view potential learning needs. Such portfolios were not found to be effective formal assessment mechanisms because the threat of assessment influenced the type of material collected. The enthusiasm of trainers was crucial in encouraging use of the model. The action research process was fundamental in stimulating exploration of ideas on reflective learning. There remains some resistance to the idea of reflective writing, and in this context, portfolios may be one educational tool for use by some, but which may not be universally applicable. Their development and implementation requires considerable local support through facilitation.