Portfolios_in_Personal_and_Professional_Development.pptx

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1. Portfolios in Personal and Professional Development Based on: Understanding Medical Education (Swanwick, 2014)

2. Introduction Miller (1990) highlighted challenges in assessing clinical performance Portfolios fill gaps in assessment of workplace-based competence Adopted from arts/architecture – evidence of quality & progress Align with competency-based and outcomes-based education

3. Diversity of Portfolios Scope: limited (single skill) → broad (multiple competencies) Open portfolios: learner freedom, richer reflections Closed portfolios: structured, easy to assess, less reflective Models: Shopping trolley, Toast rack, Cake mix, Spinal column

4. Goals of Portfolios Assessment: evidence of competency Monitoring & planning: track progress, guide learning Reflection: critical self-analysis and improvement

5. Monitoring & Planning Development Workplace learning is variable, portfolios provide structure Learning goals often set using SMART criteria Personal Development Plans (PDPs) guide learner progress Use of Entrustable Professional Activities (EPAs) for structure

6. Portfolio Assessment Requires qualitative, interpretive approach Regular feedback cycles essential Involvement of multiple assessors & mentors Use of rubrics and narrative feedback

7. Portfolios to Stimulate Reflection Reflection = learning from experience through analysis & change Models: Kolb, Korthagen’s ALACT cycle Written reflections central; must be evidence-supported Encourages consistent and deeper professional growth

8. Key Messages Portfolios support learning & assessment in clinical settings Three main goals: development, assessment, reflection No one-size-fits-all: scope and format vary widely Mentorship is crucial for portfolio success