THE PORTFOLIO PRINCIPLE PRODUCTION, PROCESS AND POWER THE PORTFOLIO PRINCIPLE

Production Definition Purpose Content

Definition Most broadly: List of accomplishments, e.g. logbooks, More usefully: “ a purposeful collection of student work that exhibits the student’s efforts, progress, and achievements in more than one area” (Paulson, 1991) Collection of material that records and reflects on key events and processes (Hall, 1992)

Miller’s pyramid

Format Paper based Electronic

Purpose CPD Enhanced learning Assessment Certification Career advancement Evaluation

Benefits Recognize and encourage autonomous and reflective learning Cater to a wide range of learning styles Based in real experience Enable assessment within a framework of clear criteria and learning objectives Evidence of learning from different sources May be both summative and formative Provide a model for lifelong learning

The evidence Unclear Improve knowledge and understanding, especially the ability to integrate theory into practice Lead to greater self-awareness Improve tutor feedback to students Help students to cope with uncertainty or emotionally demanding situations Prepare students for the postgraduate setting

However! Assessed perceptions Many of the students were at a low level of Kirkpatrick’s hierarchy(Participation effects)

Content Collection of anything that the student deems relevant Pre-determined slots Specified learning outcomes, with reflective commentary Series of competencies, with evidence collected to prove achievement

Important points Content must reflect that learning has taken place Introduction and ground rules Assessment of the portfolio

One example How Anesthesia does it!

Second example How Surgery has started using it!

A third example Royal College of Physicians and surgeons of Canada introduced MOCOMP 1998

Process Be clear about the purpose Look at content, purpose and assessment together Consider level of maturity of the learner Reflection on practice the key point Base it on the individual Clear instructions Develop and implement a well-resourced training strategy Provide institutional support and leadership (Pitts J, Portfolios, personal development and reflective practice)

Kolb’s cycle of experiential learning

Steps Define the purpose Determine the competencies to be assessed Select portfolio material Develop marking system Select and train examiners Plan the examination process Orient the learner Develop guidelines for decisions Establish reliability and validity evidence Design evaluation procedures

Power Contribution to assessment Focus on personal attributes Enhances interaction between students/residents and teachers Stimulates the use of reflective strategies Expands understanding of professional competence (Friedman Ben-David et al, 2001)

Difficulties Time consuming (Both for students and tutors) Need support and encouragement from preceptors Assessment

References Buckley S BEME guide no. 11: The educational effects of portfolios on undergraduate student learning: a best evidence medical education systematic review Challis M (1999) AMEE medical education no. 11: Portfolio-based learning and assessment Mueller J, Authentic Assessment Toolbox. Ben-David M et al, (2001) AMEE Medical Education guide no. 24: Portfolios as a method of student assessment Pitts J, Portfolios, personal development and reflective practice

Thank you!