1. THE PORTFOLIO PRINCIPLE
PRODUCTION, PROCESS
AND POWER
THE PORTFOLIO PRINCIPLE

2. Production
Definition
Purpose
Content

3. 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)

4. Miller’s pyramid

5. Format
Paper based
Electronic

6. Purpose CPD Enhanced learning Assessment Certification
Career advancement
Evaluation

7. 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

8. 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

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

10. 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

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

12. One example
How Anesthesia does it!

13. Second example
How Surgery has started using it!

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

15. 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)

16. Kolb’s cycle of experiential learning

17. 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

18. 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)

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

20. 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

21. Thank you!