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MedEdWorld Updates highlight useful and easily accessible sources of information on key and important topics in medical education contributed by leading experts from around the world.

GLOSSARY A Portfolio is a collection of evidence gathered to demonstrate that learning has taken place, usually within a set of agreed objectives or learning activities. Some portfolios are developed in order to demonstrate the progression of learning over time, while others are assessed against a specific set of targets (Wojtczak, 2003). Within the portfolio a learner’s experiences are recorded alongside their reflections on their experiences. They may be formative or summative forms of assessment or a means of demonstrating lifelong learning and continuing professional development.

An e-Portfolio is a “purposeful aggregation of digital items – ideas, evidence, reflections, feedback etc... which ‘presents’ a selected audience with evidence of a person’s learning and/or ability” (Sutherland and Powell, 2007/ JISC, 2012). A variety of tools and systems to support this type of learning are now available. Interest in the application of e-learning tools to support more learner-centred and individualised forms of learning reflect national and international strategies to promote lifelong and personalised learning (JISC, 2012).

Amongst the advantages of portfolios and e-portfolios are:

• The ability to assess outcomes and competencies necessary for lifelong learning, such as self-assessment, reflection and the selection of appropriate learning strategies, that are not easily accessed by other methods;

• Providing a holistic view of a student’s competence;

• The possibility for triangulation using different evidence sources;

• The integration of learning and assessment, demonstrating the application of theory into practice;

• Promoting a student-centred approach, providing students with greater responsibility for their own learning and assessment (Harden and Laidlaw, 2012).

References Harden, R. & Laidlaw, J. (2012) Essential Skills for a Medical Teacher: An Introduction to Teaching and Learning in Medicine. Edinburgh: Churchill Livingstone Elsevier.

Sutherland, S. & Powell, A. (2007), CETIS SIG mailing list discussions [Online] Available at: https://www.jiscmail.ac.uk/cgi-bin/webadmin?A1=ind0707&L=CETIS-PORTFOLIO#3 (Accessed: 10 March 2014)

Wojtczak, A. (2003) Glossary of Medical Education Terms. AMEE Occasional Paper No 3. Dundee: AMEE.

The MedEdWorld Glossary can be accessed at www.mededworld.org/Glossary.aspx

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RESOURCESConference video: Why and when portfolios (do not) work in medical educationwww.mededworld.org/Resources/Resources-Items/Why-and-when-portfolios- %28do-not%29-work-in-medical-e.aspxErik Driessen, John Pitts, Jan van Tartwijk, and Miriam McMullen at AMEE 2007.

Conference video: Portfolio: dream or disaster?www.mededworld.org/Resources/Resources-Items/Portfolio-dream-or-disaster.aspxErik Driessen at AMEE 2009.

Conference video: Portfolios: from Artists to Educators to Practitioners - Introduction to plenarywww.mededworld.org/Resources/Resources-Items/Portfolios-from-Artists-to-Educators-to-Practition.aspxDale Dauphinee introduces the plenary at AMEE 2009.

Conference video: Portfolios: from Artists to Educators to Practitioners – Plenary discussionwww.mededworld.org/Resources/Resources-Items/Plenary-discussion.aspxSharon Buckley, Erik Driessen, and Claire Tochel at AMEE 2009.

Conference video: The BEME review: “The educational effects of portfolios on undergraduate student learning”www.mededworld.org/Resources/Resources-Items/The-BEME-review-The-educational-effects-of-portfol.aspxSharon Buckley at AMEE 2009.

Conference video: Portfolios: BEME Conference Working Group 2009www.mededworld.org/Resources/Resources-Items/Working-groups-Feedback.aspxAn overview of a working group session on portfolio assessment held at the BEME Conference, Warwick 2009.

Report: Kirby, J., Mehay, R., Dunbar, A., & Belfield, L. (2008) E-portfolio pearls: making the e-portfolio work for you.www.mededworld.org/Publications/Other/E-portfolio-pearls-making-the-e-portfolio-work-for.aspxA practical guide from the Yorkshire and the Humber Deanery, UK.

Report: JISC (2008) Effective Practice with e-Portfolios: Supporting 21st century learning.www.mededworld.org/Publications/Other/Effective-Praice-with-e-Portfolios-Supporting-21st.aspxThis JISC report uses the outcomes of recent significant projects and examples of current practice to explore how e-portfolios can add value to personalised and reflective models of learning.

Website: JISC ePortfolio InfoKithttp://www.mededworld.org/Resources/Resources-Items/JISC-e-Portfolio-InfoKit.aspxThis website contains a wealth of information on e-portfolios, including: the main policy drivers; purposes; processes; perspectives and issues around portfolio use; and provides a valuable synopsis of JISC-funded projects on e-portfolios.

Website: JISC ePortfolio Implementation Toolkitwww.mededworld.org/Resources/Resources-Items/JISC-e-Portfolio-Implementation-Toolkit.aspxThis JISC- funded wiki-based toolkit was developed by the University of Nottingham, UK and has been designed to assist managers and practitioners considering large-scale e-portfolio implementation in a range of contexts.

LEARNING TECHNOLOGYPebble Padwww.mededworld.org/Learning-Technology/Equipment-Items/Pebble-Pad.aspx PebblePad is an ePortfolio system or Personal Learning and Assessment System. It contains both a space to support individual personal learning (Pebble+) and a space to support institutional teaching, learning and assessment (ATLAS).

ePASSwww.mededworld.org/Learning-Technology/Equipment-Items/EPASS.aspx ePASS, the Electronic Portfolio and Assessment Support System, has been developed by Maastricht University in collaboration with Mateum to support competency-based education and training programmes.

Maharawww.mededworld.org/Learning-Technology/Equipment-Items/Mahara.aspxMahara is a web application for building electronic portfolios. Create journals, upload files, embed social media resources from the web, and collaborate with other users in groups.

FORUMSMethod of the Month – Portfolioswww.mededworld.org/Forums/f129/fp1/t9044/Portfolios.aspx Post your queries, ideas and suggestions about portfolios here for discussion with colleagues.

You can also add your recommendations on topics for discussion to a forum available on the MedEdWorld site.

POLLAre portfolios used as a means of assessment within your medical degree?www.mededworld.org/News/News-Articles/The-Results-Are-portfolios-used- as-a-means-of-asse.aspx In the results of our December 2012 poll, the majority of respondents (67%) reported that portfolios were used as a means of assessment in their medical degree: 45% throughout the degree, and 11% each in either early years or latter years only. One third of respondents reported that portfolios were not used as a means of assessment within their degree programme.

Have improvements in learning technology increased the popularity of portfolio assessment?www.mededworld.org/News/News-Articles/Poll-Results-Have-improvements-in-learning-technol.aspxThe results of our March 2014 poll revealed that 28% of respondents reported that there had been a significant increase in popularity of portfolio assessment with improvements in learning technology. However, almost half of respondents, 43%, stated that there is no increase in popularity of portfolio assessment while 29% reported that they did not know.

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U P D AT E O N PORTFOLIOS

Useful resources on MedEdWorldDr Catherine Kennedy, AMEE Education Officer

Including reports, websites, video clips, images and diagrams.

Recommended to support teaching, learning and assessment

Our survey said…

Hour-long interactive presentations with experts in medical education

A selection of texts recommended on MedEdWorld

A selection of key articles recommended by the MedEdWorld CommunityJOURNAL ARTICLES

ALTAHAWI, F., SISK, B., POLOSKEY, S., HICKS, C. & DANNEFER, E. F. (2012) ‘Student perspectives on assessment: Experience in a competency-based portfolio system’. Medical Teacher, 34, 221-225.www.mededworld.org/Publications/Articles/Student-perspectives-on-assessment-Experience-in-a.aspxFour students share their personal reflections to illuminate themes from the subjective experience of the learner and how to align the learners’ interests with the requirements of an assessment programme.

BUCKLEY, S., COLEMAN, J., DAVISON, I., KHAN, K. S., ZAMORA, J., MALICK, S., MORLEY, D., POLLARD, D., ASHCROFT, T., POPOVIC, C. & SAYERS, J. (2009) ‘The educational effects of portfolios on undergraduate student learning: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11’. Medical Teacher, 31, 282-298.www.mededworld.org/Publications/Articles/The-educational-effects-of-portfolios-on-undergrad.aspxThis systematic review provides a summary of research evidence.

CHALLIS, M. (1999) ‘AMEE Medical Education Guide No.11 (revised): Portfolio-based learning and assessment in medical education’. Medical Teacher, 21, 370-386.www.mededworld.org/Publications/Articles/Portfolio-based-learning-and-assessment-in-medical.aspxThis guide provides the background and educational rationale for portfolio-based learning and assessment in medical education.

DANNEFER, E. F. & PRAYSON, R. A. (2013) ‘Supporting students in self-regulation: Use of formative feedback and portfolios in a problem-based learning setting’. Medical Teacher, 35, 655-660.www.mededworld.org/Publications/Articles/Supporting-students-in-self-regulation-Use-of.aspxThis study examines the extent to which students’ self-regulate professionalism behaviours related to work habits and interpersonal skills in a PBL setting.

DAVID, M. F. B., DAVIS, M. H., HARDEN, R. M., HOWIE, P. W., KER, J. & PIPPARD, M. J. (2001) ‘AMEE Medical Education Guide No. 24: Portfolios as a method of student assessment’. Medical Teacher, 23, 535-551.www.mededworld.org/Publications/Articles/Portfolios-as-a-method-of-student-assessment-AMEE.aspxThis guide reviews the range of assessment purposes for which portfolios have been used, identifies possible portfolio contents and outlines the advantages of portfolio assessment with a particular focus on assessing professionalism.

DRIESSEN, E. (2009) ‘Portfolio critics: Do they have a point?’ Medical Teacher, 31, 279-281.www.mededworld.org/Publications/Articles/Portfolio-critics-Do-they-have-a-point.aspxErik Driessen acknowledges the criticisms of portfolios and offers guidance for ensuring that they are fit for purpose and beneficial to both students and their teachers.

DRIESSEN, E., VAN TARTWIJK, J., VAN DER VLEUTEN, C. & WASS, V. (2007) ‘Portfolios in medical education: why do they meet with mixed success? A systematic review’. Medical Education, 41, 1224-1233.www.mededworld.org/Publications/Articles/Portfolios-in-medical-education-why-do-they-meet-w.aspxA systematic review of empirical research on the use of portfolios in all phases of medical education.

DRIESSEN, E. W., VAN TARTWIJK, J., OVEREEM, K., VERMUNT, J. D. & VAN DER VLEUTEN, C. P. M. (2005) ‘Conditions for successful reflective use of portfolios in undergraduate medical education’. Medical Education, 39, 1230-1235.www.mededworld.org/Publications/Articles/Conditions-for-successful-reflective-use-of-portfo.aspxAn exploration of the views of teachers experienced in using portfolios with students.

GOODYEAR, H. M., BINDAL, T. & WALL, D. (2013) ‘How useful are structured electronic Portfolio templates to encourage reflective practice?’ Medical Teacher, 35, 71-73.www.mededworld.org/Publications/Articles/How-useful-are-structured-electronic-Portfolio-tem.aspxThis study looked at completion of an 11-field template by UK Paediatric specialty trainees.

GORDON, J. A. & CAMPBELL, C. M. (2013) ‘The role of ePortfolios in supporting continuing professional development in practice’. Medical Teacher, 35, 287-294.www.mededworld.org/Publications/Articles/The-role-of-ePortfolios-in-supporting-professional.aspxIn this article, the authors summarise the key design principles of the Royal College’s ePortfolio: learner-centred; interoperable; and ease of access.

HALL, P., BYSZEWSKI, A., SUTHERLAND, S. & STODEL, E. J. (2012) ‘Developing a Sustainable Electronic Portfolio (ePortfolio) Program That Fosters Reflective Practice and Incorporates CanMEDS Competencies Into the Undergraduate Medical Curriculum’. Academic Medicine, 87, 744-751 www.mededworld.org/Publications/Articles/Developing-a-sustainable-electronic-portfolio-%28ePo.aspxThe authors reflect on the challenges they faced in the development and implementation of the ePortfolio programme and share the lessons they have learned along the way.

HASSAN, S. (2011) ‘Use of Structured Portfolio in Surgical Training of Postgraduate Medical Education’. Education in Medicine Journal; Vol 3, No 2 (2011).www.mededworld.org/Publications/Articles/Use-of-structured-portfolio-in-surgical-training-o.aspxThe implementation of a structured self-reflective portfolio to determine its feasibility and acceptance by supervisors and trainees.

LEWIS, K. O. & BAKER, R. C. (2007) ‘The Development of an Electronic Educational Portfolio: An Outline for Medical Education Professionals’. Teaching and Learning in Medicine, 19, 139-147.www.mededworld.org/Publications/Articles/The-Development-of-an-Electronic-Educational-Portf.aspxAn outline for the development of a medical educator’s portfolio, including an electronic version.

MOORES, A. & PARKS, M. (2010) ‘Twelve tips for introducing E-Portfolios with undergraduate students’. Medical Teacher, 32, 46-49.www.mededworld.org/Publications/Articles/Twelve-tips-for-introducing-E-Portfolios-with-unde.aspxThis article by Moores and Parks presents twelve tips for introducing E-Portfolios based on their experiences with undergraduate students.

NAGLER, A., ANDOLSEK, K. & PADMORE, J. S. (2009) ‘The Unintended Consequences of Portfolios in Graduate Medical Education’. Academic Medicine, 84, 1522-1526.www.mededworld.org/Publications/Articles/The-unintended-consequences-of-portfolios-in-gradu.aspxThis article considers some of the possible unintended effects of requiring doctors to keep a reflective portfolio, particularly the effect that fear of litigation may have on the honesty of a doctor’s reflections.

ROSS, S., MACLACHLAN, A. & CLELAND, J. (2009) ‘Students’ attitudes towards the introduction of a Personal and Professional Development portfolio: potential barriers and facilitators’. BMC Medical Education, 9, 69.www.mededworld.org/Publications/Articles/Students-attitudes-towards-the-introduction-of-a-P.aspxA qualitative study of undergraduate students.

SANCHEZ GOMEZ, S., OSTOS, E. M. C., SOLANO, J. M. M. & SALADO, T. F. H. (2013) ‘An electronic portfolio for quantitative assessment of surgical skills in undergraduate medical education’. BMC Medical Education, 13, 65.www.mededworld.org/Publications/Articles/An-electronic-portfolio-for-quantitative-assessmen.aspxIn this paper the authors explored their students’ experiences of using a new web-based e-Portfolio designed to evaluate surgical practical knowledge and skills targets.

SANDARS, J. (2009) ‘The use of reflection in medical education: AMEE Guide No. 44’. Medical Teacher, 31, 685-695.www.mededworld.org/Publications/Articles/The-use-of-reflection-in-medical-education-AME-%281%29.aspxThis article will be a useful resource for medical educators aiming to use portfolios to encourage reflection.

SNADDEN, D. & THOMAS, M. (1998) ‘The use of portfolio learning in medical education’. Medical Teacher, 20, 192-199.www.mededworld.org/Publications/Articles/The-use-of-portfolio-learning-in-medical-education.aspxThe history of portfolios, how to develop a portfolio to assist learning, and the use of portfolios for formal assessment.

STURMBERG, J. P. & FARMER, L. (2009) ‘Educating capable doctors—A portfolio approach. Linking learning and assessment’. Medical Teacher, 31, e85-e89.www.mededworld.org/Publications/Articles/Educating-capable-doctors-a-portfolio-approach-Lin.aspxThis article describes and illustrates a conceptual framework for an approach termed capability-based portfolio assessment.

TOCHEL, C., HAIG, A., HESKETH, A., CADZOW, A., BEGGS, K., COLTHART, I. & PEACOCK, H. (2009) ‘The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No 12’. Medical Teacher, 31, 299-318.www.mededworld.org/Publications/Articles/The-effectiveness-of-portfolios-for-post-graduate.aspxThis systematic review draws together the evidence on the effectiveness of portfolios across postgraduate healthcare and examines the implications of portfolios migrating from paper to an electronic medium across all professional settings.

VAN TARTWIJK, J. & DRIESSEN, E. W. (2009) ‘Portfolios for assessment and learning: AMEE Guide no. 45’. Medical Teacher, 31, 790-801.www.mededworld.org/Publications/Articles/Portfolios-for-Assessment-and-Learning-AMEE-Guide.aspxAn overview of the content and structure of various types of portfolios, including electronic portfolios, and the techniques and strategies for using portfolios to stimulate learning and for assessment.

A space to share your thoughts and experiences of medical educationREFLECTIONS

Driessen, E. (2014) Twelve tips on how to make your e-portfolio a failurewww.mededworld.org/reflections/reflection-items/March-2014/Twelve-tips-on-how- to-make-your-e-portfolio-a-fail.aspxWhat NOT to do, by Dr Erik Driessen.

Sharma, N. (2013) The Mobile Portfoliowww.mededworld.org/reflections/reflection-items/August-2013/The-mobile-portfolio.aspx Dr Neel Sharma asks if iFolio has the capacity to address the problems of portfolios in postgraduate training.

WEBINARSPortfolio AssessmentDate: 2011 Presenter: Erik Driessen Host Institution: Maastricht University, The Netherlandswww.mededworld.org/Webinars/Webinar-Items/Portfolio-Assessment.aspxAssessment criteria and the usefulness of a more qualitative approach are discussed through the description of a concrete portfolio assessment procedure.

Effective use of E- portfolios in faculty development programsDate: 2012 Presenter: Abbas Ghavam-Rassoul, Shirley Lee and Helen Battywww.mededworld.org/Webinars/Webinar-Items/Effective-use-of-E-portfolios-in-faculty-developme.aspxThe strengths and weaknesses of different electronic platforms, the utility of reflection support meetings, and the use of guidelines for assessment of portfolios are discussed.

TEXTBOOKSCAMBRIDGE, D. (2010) ePortfolios for Lifelong Learning and Assessment. San Francisco, CA, Jossey-Bass.www.mededworld.org/Publications/Textbooks/E-Portfolios-for-Lifelong-Learning-and-Assessment.aspxThis book draws on many exemplary practices for developing e-portfolios and suggests resources for bridging the gap between current practice and the extraordinary potential of e-portfolios.

DAVIS, M., MCKIMM, J., & FORREST, K. (2013) How to Assess Doctors and Health Professionals. Chichester, West Sussex: Blackwell Publishing.www.mededworld.org/Publications/Textbooks/How-to-assess-doctors-and-health-professionals.aspxChapter 5 on portfolios.

DRIESSEN, E. W., HEENEMAN, S., & VAN DER VLEUTEN, C.P.M. (2013) ‘Portfolio Assessment’. In: DENT, J. A., & HARDEN, R.M. (ed.) A Practical Guide for Medical Teachers. Edinburgh: Churchill Livingstone.www.mededworld.org/Publications/Textbooks/A-Practical-Guide-for-Medical-Teachers-%284th-Ed-%29.aspxA valuable chapter on portfolio assessment.

HAGER, L. L. (2013) ‘ePortfolios and the Twenty-first Century: Learning in Higher Education’. In: NYGAARD, C., BRANCH, J., & HOLTHAM, C. (ed.) Learning in Higher Education: Contemporary Standpoints. Farringdon, Oxfordshire: Libri Publishing.www.mededworld.org/Publications/Textbooks/Learning-in-Higher-Education-Contemporary-Standpoi.aspxInteresting chapter on ePortfolios.

HARDEN, R. & LAIDLAW, J. (2012) Essential Skills for a Medical Teacher: An Introduction to Teaching and Learning in Medicine. Edinburgh: Churchill Livingstone Elsevier.www.mededworld.org/Publications/Textbooks/Essential-Skills-for-the-Medical-Teacher.aspxChapter 31 on portfolio assessment

JAFARI, A., & KAUFMAN, C. (ed.) (2006) Handbook of Research on Eportfolios, London: Idea Group Reference.www.mededworld.org/Publications/Textbooks/Handbook-of-Research-on-ePortfolios.aspxA review of the variety of ePortfolio uses illustrated by case studies.







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