Abstract
This article was migrated. The article was marked as recommended. Background:E-portfolio is the primary strategy for the development and assessment of general practice trainees. Literature indicates that trainees often resist engaging fully, undermining its validity in assessing trainee competence and performance. Aim:To identify and explore conditions influencing engagement with e-portfolio within a local training programme. Design:A constructivist grounded theory design was used to conceptualise the factors that influence trainee engagement. Method: Twelve semi-structured trainee interviews were audio-recorded, transcribed and coded. Aided by Nvivo Pro version 11, initial codes were developed, revised and raised to focused codes. Through constant comparison, diagramming and memo-writing, theoretical categories were generated. Results:Data analysis conceptualised a theory of engagement incorporating three conceptual categories: "Conceptualising the e-portfolio", "Developing and maintaining trust" in e-portfolio and its processes and "Deciding upon investment worth". Decisions to invest personal resources in e-portfolio engagement depended upon trainees' appraisal of its personal worth and value. Conclusions:E-portfolio valuation was contingent upon trainees' conceptualisation of its purpose, and the trustworthiness of the learning and assessment processes prescribed by its structure. This has implications for trainees, supervisors, and training programmes related to implementation and ownership of e-portfolio, and the credibility and transparency of its role in the assessment of professional performance.
Highlights
E-portfolio valuation was contingent upon trainees’ conceptualisation of its purpose, and the trustworthiness of the learning and assessment processes prescribed by its structure
This has implications for trainees, supervisors, and training programmes related to implementation and ownership of e-portfolio, and the credibility and transparency of its role in the assessment of professional performance
The Royal College of General Practitioners (RCGP) (RCGP, 2016a) defines e-portfolio as the modality for recording all workplace-based assessment (WPBA) and the "glue which binds the curriculum, learning and assessment"
Summary
The Royal College of General Practitioners (RCGP) (RCGP, 2016a) defines e-portfolio as the modality for recording all workplace-based assessment (WPBA) and the "glue which binds the curriculum, learning and assessment". E-portfolio forms one part of the "tripos" assessment allowing general practice (GP) trainees to achieve a certificate of completion of training, the other two components being national, standardised examinations (RCGP, 2007). Some question the need for e-portfolio, citing the greater credibility of standardised examinations (Lakasing, 2013), whereas, others suggest that objective measurement cannot adjudicate reliability (Sadler, 1989; Rughani, 2008) and that portfolios are well placed to authentically and reliably assess performance at the highest level ("does") of "Miller’s pyramid" (Rethans et al, 2002). E-portfolio may have greater reliability for assessing clinical performance, but only if engagement remains consistently high. E-portfolio is the primary strategy for the development and assessment of general practice trainees. Literature indicates that trainees often resist engaging fully, undermining its validity in assessing trainee competence and performance
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