The national portfolio of learning for postgraduate family medicine training in South Africa: experiences of registrars and supervisors in clinical practice

BMC Medical Education

Anselme Derese²  Bob Mash¹  Louis Jenkins¹ 

[1] Division of Family Medicine and Primary Care, Stellenbosch University and Western Cape Department of Health, George Training Complex, George, South Africa;Centre for Education Development, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium

关键词: Service pressure;    Supervision;    Work-based;    Adult learning;    Postgraduate;    Family medicine;    Portfolio;   

Others  :  1138522
DOI  :  10.1186/1472-6920-13-149

 received in 2013-04-17, accepted in 2013-10-31,  发布年份 2013

【 摘 要 】

Background

In South Africa the submission of a portfolio of learning has become a national requirement for assessment of family medicine training. A national portfolio has been developed, validated and implemented. The aim of this study was to explore registrars’ and supervisors’ experience regarding the portfolio’s educational impact, acceptability, and perceived usefulness for assessment of competence.

Methods

Semi-structured interviews were conducted with 17 purposively selected registrars and supervisors from all eight South African training programmes.

Results

The portfolio primarily had an educational impact through making explicit the expectations of registrars and supervisors in the workplace. This impact was tempered by a lack of engagement in the process by registrars and supervisors who also lacked essential skills in reflection, feedback and assessment. The acceptability of the portfolio was limited by service delivery demands, incongruence between the clinical context and educational requirements, design of the logbook and easy availability of the associated tools. The use of the portfolio for formative assessment was strongly supported and appreciated, but was not always happening and in some cases registrars had even organised peer assessment. Respondents were unclear as to how the portfolio would be used for summative assessment.

Conclusions

The learning portfolio had a significant educational impact in shaping work-place based supervision and training and providing formative assessment. Its acceptability and usefulness as a learning tool should increase over time as supervisors and registrars become more competent in its use. There is a need to clarify how it will be used in summative assessment.

【 授权许可】

   
2013 Jenkins et al.; licensee BioMed Central Ltd.

【 图 表 】

Figure 1.

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