DEPARTMENT OF UROLOGY - EDUCATION

Portfolio Summaries

Resident Learning Portfolios - ACGME

Portfolio Summary

Purpose: Portfolios were used to facilitate professional development and provide evidence of self- directed learning. 1

Method: Portfolios were completed by 32 volunteer general practitioners in the United Kingdom who wished to obtain postgraduate educational certification. Required portfolio items and the criteria by which they were judged are below.

Portfolio Items

  1. Written learning plan
    • learning objectives
    • methods for meeting objectives
    • application of new learning to practice
    • number of objectives met
  2. Written list of critical incidents (events or actions related to patient care that resulted in either positive or negative outcomes)
  3. Revised learning plan prompted by critical incidents
    • revised learning objectives
    • revised methods for meeting objectives, if needed
    • application of additional learning to practice
  4. Written self-appraisal of learning
  5. Number of hours spent in self-directed learning activities
  6. Evidence of learning in health promotion, disease management, and service provision
  7. Description of other types of educational activities

Criteria for Assessing Portfolio

  • presence of clear and specific learning objectives
  • consistency between objectives and educational activities (methods)
  • paper evidence of application of learning to practice
  • discusses extent to which objectives met
  • completion of a learning cycle (evidence of all of the above)
  • inclusion of critical incidents
  • presence of new learning plan based on critical incidents
  • discusses extent to which new objectives met
  • demonstrates understanding of learning process
  • at least 15 hours of learning activities recorded
Reference
  1. Mathers NJ, Challis MC, Howe AC, Field NJ. Portfolios in continuing medical education - effective and efficient? Med Educ 1999;33:521-30.

Educational Portfolio Summary

Purpose: Portfolios were used to assess teaching activities. 1

Method: Portfolios prepared by physicians who participated in a teaching course were assessed by experienced physician educators. The portfolios consisted of paper copies of items such as written reflections, schedules, and published material. Each portfolio was given a “pass” or “refer” rating based on the following six criteria which were each rated on a six-point scale that ranged from unsatisfactory to satisfactory.

  1. Able to demonstrate that reflective learning had occurred
  2. Able to communicate interest in learning and to identify learning needs
  3. Has knowledge of effective teaching behaviors
  4. Able to empathize with or consider the learner’s perspective
  5. Has knowledge of educational resources
  6. Reflects on progress made and plans for future learning
Reference
  1. Pitts J, Coles C, Thomas P. Educational portfolios in the assessment of general practice trainers: reliability of assessors. Med Educ 1999;33:515-20.

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