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Journal of Medical Education

Abstract

Background: Although a few studies have explored the use of portfolios in undergraduate and postgraduate medical education, there is a need for an up-to-date review of research on portfolio use in medical education according to sources that reflect recent developments from researchers with a variety of cultural backgrounds. Methods: We conducted content analysis of research on portfolios presented at the annual Conferences of the Association for Medical Education in Europe (AMEE) between 2009 and 2011. We identified 92 presentations addressing portfolio use in medical education and analysed the abstracts of these presentations in terms of authors' nationality, research participants and key themes. Results: The number of presentations addressing the use of portfolios in medical education has increased. Authors from English-speaking countries, including the United Kingdom, United States, and Canada, contributed most of the portfolio abstracts. However, researchers from non-western countries, such as Thailand, Japan, Saudi Arabia, and South Africa have gradually joined the forum. Most studies described the use of portfolios in undergraduate and postgraduate medical education. Major themes were categorized by the roles medical educators play in the application of portfolios in medical education. Educators generally served as evaluators, developers, implementers, trainers, and investigators. Conclusions: The geographic expansion of portfolio use was observed. Positive outcomes of portfolio use in stimulating reflection and self-awareness are consistent with the findings of previous reviews. Time consumption, negative attitudes, and misconceptions regarding portfolios remain as barriers to their implementation. Further research to explore the adaptation of portfolios in diverse cultures, the application of portfolios in continuing professional development, and the incorporation of new electronic appliances are suggested.

First Page

32

Last Page

42

DOI

10.6145/jme.201206_16(2).0005

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