ArticleBMC medical education2020
How is self-regulated learning documented in e-portfolios of trainees? A content analysis.
Article in BMC medical education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
7 citing papers in PubMed.
- Implementation of a portfolio assignment in the framework of an internship in dental higher education with a focus on preventive dentistry.BMC medical education · 2026Article
- Portfolio of learning in clinical training.South African family practice : official journal of the South African Academy of Family Practice/Primary Care · 2025Article
- Faculty Perspectives on Roles and Tensions in Supporting Student Learning and Self-Regulation Through Feedback and Coaching in Programmatic Assessment.Perspectives on medical education · 2025Article
- Struggles and Joys: A Mixed Methods Study of the Artefacts and Reflections in Medical Student Portfolios.Perspectives on medical education · 2024Article
- How does portfolio use support self-regulated learning during general practitioner specialty training? A qualitative focus group study.BMJ open · 2023Article
- The role of legislation in K-12 school discipline: The silence of action.Frontiers in psychology · 2022Article
- Relationship between metacognitive awareness and motivation to learn in medical students.BMC medical education · 2020Article
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundIt is assumed that portfolios contribute to self-regulated learning (SRL). Presence of these SRL processes within the documentation kept in portfolios is presupposed in common educational practices, such as the assessment of reflective entries. However, questions can be asked considering the presence of SRL within portfolios. The aim of this study was to gain insight into the documentation of SRL processes within the electronic (e)-portfolio content of medical trainees. SRL consists of numerous processes, for this study the focus was on self-assessment via reflection and feedback, goal-setting and planning, and monitoring, as these are the processes that health professions education research mentions to be supported by portfolios.
methodsA database containing 1022 anonymous e-portfolios from General Practitioner trainees was used to provide descriptive statistics of the various available e-portfolio forms. This was followed by a quantitative content analysis of 90 e-portfolios, for which, a codebook was constructed to rate the documentation of the included SRL processes.
resultsThe numbers of forms in the e-portfolios varied to a great extent. Content analysis showed a limited documentation of reflective entries, and available entries mainly described events and experiences without explanations and context. Feedback was generally limited to comments on what went well and lacked specificity, context and suggestions for future action. Learning goals and plans were short of specificity, but did contain challenging topics and different goals were compatible with each other. 75% of the e-portfolios showed (limited) signs of monitoring.
conclusionsThe e-portfolio content showed limited documentation of SRL processes. As documentation of SRL requires time and asks for a high level of introspection and writing skills, one cannot expect documentation of SRL processes to appear in e-portfolio content without efforts.
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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.