An Exploration into Learner Experiences with Mandated Learning Portfolios in Graduate Medical Education

Autor/in	Mulligan, Margaret H.
Titel	An Exploration into Learner Experiences with Mandated Learning Portfolios in Graduate Medical Education
Quelle	(2009), (255 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Wisconsin - Milwaukee
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-4908-6
Schlagwörter	Hochschulschrift; Dissertation; Portfolios (Background Materials); Program Effectiveness; Graduate Medical Education; Physicians; Radiology; Accreditation (Institutions); Portfolio Assessment; Student Evaluation; Competency Based Education; Case Studies; Interviews; Student Attitudes; Learning Strategies; Evaluation Methods; Educational Assessment; Curriculum Implementation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Physician; Doctor; Arzt; Radiologie; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Portfoliobeurteilung; Schulnote; Studentische Bewertung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; assessment; Bewertungssystem
Abstract	In 1999, the Accreditation Council of Graduate Medical Education (ACGME) began the Outcome Project which re-focused program accreditation decisions. Six competency areas detailed new standards, calling for programs to measure and provide evidence of learner's acquisition of the knowledge and skills for independent practice in a specific specialty. In 2008, the Diagnostic Radiology Residency Review Committee mandated the use of resident learning portfolios. Prior to that point, residency programs from other specialties experimented with portfolios as a tool to capture learner growth in the core competencies. This resulted in extensive innovation and variation within curriculum and assessment, particularly with resident learning portfolios. This qualitative, interpretive case study (n=14) utilized interviews and document review to gather data. The study found that a majority of learners perceived the mandated learning portfolio as both positive and negative, that the learning portfolio did not help them learn, and failed to impact their approach to learning and approach to practice. Participants also noted that learners had established successful learning styles which made the learning portfolio and elements of the learning portfolio redundant to them. Further, participants identified portfolio elements that they believed enhanced or hindered their learning experiences, and described the portfolio's impact on their approach to learning and practice of medicine. Study implications provide insight into strategies to improve the learning portfolio design and implementation for learners that would enhance their experiences, the portfolio's impact, and resident learning outcomes. Specific implications are made to learners, the site program, and the ACGME-RRC in Diagnostic Radiology. Study implications speak to commitment to the portfolio, time, examining how elements are implemented, modeling processes, resident orientation, and resolution of issues related to intent, ownership, and privacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10