Abstract
WHAT IS ALREADY KNOWN IN THIS AREA • Emerging anecdotal and research evidence suggests that the process of e-portfolio log entry writing has become separated from dialogue about learning between GPST3 trainees and their trainers. • The effect of this separation on trainees is that they are losing sight of the role and purpose of reflecting on cases and are only superficially engaging with the log-writing process. WHAT THIS WORK ADDS • This paper describes an experimental educational session, which brought a number of these issues to the fore with a small group of Wessex trainers, and allowed them to explore them in relation to their practice as trainers. • During the session ways to help trainers and trainees with writing reflective learning log entries were explored. SUGGESTIONS FOR FUTURE RESEARCH • Further enquiry into the use of log entries by trainees at ST1/2 level and the perceptions of newly qualified trainers regarding the role and value of e-portfolio log entries to trainees' learning and their practice as educators would serve to explore in more detail the issues raised in this paper.
Original language | English |
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Pages (from-to) | 14-19 |
Number of pages | 6 |
Journal | Education for Primary Care |
Volume | 22 |
Issue number | 1 |
DOIs | |
Publication status | Published - 1 Jan 2011 |
Keywords
- Assessment
- Commentary
- E-portfolio
- Educational supervision
- GP specialty training
- Reflection
- WPBA