Abstract
BackgroundResidency programs use electronic portfolios (efolios) to organize data, track resident performance, and sometimes teach and assess lifelong learning (LLL) skills. Published studies on efolios in graduate medical education are mostly descriptions of implementation at individual institutions.MethodsAn anonymous online survey was sent to 199 pediatric residency program directors across the United States. Efolio usage patterns were described and compared between program directors that perceived efolios effective at fostering LLL and those that did not.ResultsSurveys were completed by 82 of 199 program directors (41%), and 55% used efolios. The 20% (9 of 45) of program directors that believed efolios were effective at teaching LLL more often used self-assessment (88% vs. 50%, p = 0.05) and goal-setting (75% vs. 40%, p = 0.03) functionalities. Common efolio challenges included limited usability and difficulty integrating data. Most non-users (65%) would like to invest in efolios.ConclusionsRespondents reported technical and convenience-related challenges to efolio use, which need to be addressed for efolios to meet their potential as valuable learning tools. The use of self-assessments and goal-setting features was associated with program directors’ perceptions that efolios were effective at fostering LLL.
Highlights
Residency programs use electronic portfolios to organize data, track resident performance, and sometimes teach and assess lifelong learning (LLL) skills
We developed an electronic survey to assess efolio perceptions and patterns of use
Content validity was established through examination of the efolio literature and review of the survey by the Association of American Medical Colleges (AAMC) efolio advisory board
Summary
Residency programs use electronic portfolios (efolios) to organize data, track resident performance, and sometimes teach and assess lifelong learning (LLL) skills. Published studies on efolios in graduate medical education are mostly descriptions of implementation at individual institutions. An electronic portfolio (efolio) is a web-based, centralized electronic system that supports the management of personal information, professional and educational accomplishments, and career development plans [1]. The most fundamental efolio function is data organization. Due to the lack of commercial efolios with the needed functionalities, some programs that can afford the investment have created their own systems [2–4]. Individual programs at all levels of education have examined the factors that influence efolio success in supporting medical training. Systematic reviews describe several factors contributing to success
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