ArticleGMS journal for medical education2017
The use of a portfolio in postgraduate medical education - reflect, assess and account, one for each or all in one?
Article in GMS journal for medical education, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT04278976 (Effect of a Competence Based Medical Education Programme on Training Quality in Intensive Care Medicine. COBALIDATION TRIAL.), which is not on this map. Cited by 17 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Effect of a Competence Based Medical Education Programme on Training Quality in Intensive Care Medicine. COBALIDATION TRIAL.
Who cites it
17 citing papers in PubMed, 1 synthesis or guideline pooled it.
- EULAR portfolio for Rheumatology training: a EULAR School of Rheumatology initiative.RMD open · 2021Pooled it
- Reflection With Risk: Does It Belong in the Postgraduate Portfolio?The clinical teacher · 2026Article
- National Recommendations for Implementation of Competency-Based Medical Education in Family Medicine.Family medicine · 2025Article
- Evidence of learning in workplace-based assessments in a Family Medicine Training Programme.South African family practice : official journal of the South African Academy of Family Practice/Primary Care · 2024Article
- Improving the quality of psychiatric residency training in Isfahan University of Medical Sciences by learning teams and changing curriculum implementation: An action research study.Journal of education and health promotion · 2024Article
- Exploring residents and supervisors' workplace learning needs during postgraduate medical education.International journal of medical education · 2023Article
- How does portfolio use support self-regulated learning during general practitioner specialty training? A qualitative focus group study.BMJ open · 2023Article
- Portfolios with Evidence of Reflective Practice Required by Regulatory Bodies: An Integrative Review.Physiotherapy Canada. Physiotherapie Canada · 2022Article
- Everybody is able to reflect, or aren't they? Evaluating the development of medical professionalism via a longitudinal portfolio mentoring program from a student perspective.GMS journal for medical education · 2022Article
- [Competence-oriented specialist training in dermatology].Der Hautarzt; Zeitschrift fur Dermatologie, Venerologie, und verwandte Gebiete · 2021Article
- Preparing e-portfolio as an element of online training by clinical chemistry residents in the COVID-19 era.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology · 2021Article
- Medical Community Perspectives Regarding the Egyptian Medical Licensing Exam: A Mixed-Method Study.Cureus · 2021Article
- [Residency program under scrutiny (part 2)-How do residents prepare for emergency operations?]Der Chirurg; Zeitschrift fur alle Gebiete der operativen Medizen · 2021Article
- How is self-regulated learning documented in e-portfolios of trainees? A content analysis.BMC medical education · 2020Article
- Impact of the coronavirus disease 2019 pandemic on postgraduate medical education in a Singaporean academic medical institution.Korean journal of medical education · 2020Review
- Development and validation of a portfolio assessment system for medical schools in Korea.Journal of educational evaluation for health professions · 2020Article
- Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Competency-based education has become central to the training and assessment of post-graduate medical trainees or residents [1]. In competency-based education, there is a strong focus on outcomes and professional performance. Typically, holistic tasks are used to train, practice and assess the defined outcomes or competencies. In residency training, these tasks are part of the day-to-day clinical practice. The performance of residents in the workplace needs to be captured and stored. A portfolio has been used as an instrument for storage and collection of workplace-based assessment and feedback in various countries, like the Netherlands and the United States. The collection of information in a portfolio can serve or be used for a variety of purposes. These are: The collection of work samples, assessment, feedback and evaluations in a portfolio enables the learner to look back, analyze and reflect. The content is used for assessment or making decisions about progress. And the portfolio is used as an instrument for quality assurance processes. In post-graduate medical education, these purposes can be combined but this is not always reported transparently. In this paper, we will discuss the different perspectives, how a portfolio can serve these three purposes and what are opportunities and challenges of combining multiple purposes.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.