Abstract
BackgroundIt is assumed that portfolios contribute to self-regulated learning (SRL). Presence of these SRL processes within the documentation kept in portfolios is presupposed in common educational practices, such as the assessment of reflective entries. However, questions can be asked considering the presence of SRL within portfolios. The aim of this study was to gain insight into the documentation of SRL processes within the electronic (e)-portfolio content of medical trainees. SRL consists of numerous processes, for this study the focus was on self-assessment via reflection and feedback, goal-setting and planning, and monitoring, as these are the processes that health professions education research mentions to be supported by portfolios.MethodsA database containing 1022 anonymous e-portfolios from General Practitioner trainees was used to provide descriptive statistics of the various available e-portfolio forms. This was followed by a quantitative content analysis of 90 e-portfolios, for which, a codebook was constructed to rate the documentation of the included SRL processes.ResultsThe numbers of forms in the e-portfolios varied to a great extent. Content analysis showed a limited documentation of reflective entries, and available entries mainly described events and experiences without explanations and context. Feedback was generally limited to comments on what went well and lacked specificity, context and suggestions for future action. Learning goals and plans were short of specificity, but did contain challenging topics and different goals were compatible with each other. 75% of the e-portfolios showed (limited) signs of monitoring.ConclusionsThe e-portfolio content showed limited documentation of SRL processes. As documentation of SRL requires time and asks for a high level of introspection and writing skills, one cannot expect documentation of SRL processes to appear in e-portfolio content without efforts.
Highlights
It is assumed that portfolios contribute to self-regulated learning (SRL)
The health professions education literature generally reports the following SRL processes to be supported by portfolios: self-assessment, which can be informed internally via reflection and externally via feedback, goal-setting and planning, and monitoring [9,10,11]
During the rating of monitoring we focused on the coherence between different elements of the portfolio: to what extent did themes and topics considered during feedback and reflections recur in learning goals and plans, and vice versa
Summary
It is assumed that portfolios contribute to self-regulated learning (SRL). Presence of these SRL processes within the documentation kept in portfolios is presupposed in common educational practices, such as the assessment of reflective entries. SRL consists of numerous processes, for this study the focus was on selfassessment via reflection and feedback, goal-setting and planning, and monitoring, as these are the processes that health professions education research mentions to be supported by portfolios. The health professions education literature generally reports the following SRL processes to be supported by portfolios: self-assessment, which can be informed internally via reflection and externally via feedback, goal-setting and planning, and monitoring [9,10,11]. Medical educators are trying to identify and optimise tools and procedures that foster SRL during this type of education
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