The CanMEDS portfolio: a tool for reflection in a fellowship programme

Berger, Elizabeth; Shouldice, Michelle; Kuper, Ayelet; Albert, Mathieu

doi:10.1111/j.1743-498x.2011.00463.x

Cited by 5 publications

(16 citation statements)

References 9 publications

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“…Since this is an inaugural fellowship, a valid qualitative evaluation of the program cannot be conducted. However, each quarter the curriculum is being reevaluated based on the CanMEDS portfolio [ 37 ]. This record of participation and achievements in the fields of research, education and teaching, clinical experience, and career development and leadership will be used to evaluate the program.…”

Section: Discussionmentioning

confidence: 99%

Bridging the gap - planning Lifestyle Medicine fellowship curricula: A cross sectional study

Polak¹,

Dacey²,

Keenan³

et al. 2014

BMC Med Educ

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BackgroundThe emerging field, Lifestyle Medicine (LM), is the evidence-based practice of assisting individuals and families to adopt and sustain behaviors that can improve health. While competencies for LM education have been defined, and undergraduate curricula have been published, there are no published reports that address graduate level fellowship in LM. This paper describes the process of planning a LM fellowship curriculum at a major, academic teaching institution.MethodsIn September 2012 Harvard Medical School Department of Physical Medicine and Rehabilitation approved a “Research Fellowship in Lifestyle Medicine”. A Likert scale questionnaire was created and disseminated to forty LM stakeholders worldwide, which measured perceived relative importance of six domains and eight educational experiences to include in a one-year LM fellowship. Statistical procedures included analysis of variance and the Wilcoxon signed-rank test.ResultsThirty-five stakeholders (87.5%) completed the survey. All domains except smoking cessation were graded at 4 or 5 by at least 85% of the respondents. After excluding smoking cessation, nutrition, physical activity, behavioral change techniques, stress resiliency, and personal health behaviors were rated as equally important components of a LM fellowship curriculum (average M = 4.69, SD = 0.15, p = 0.12). All educational experiences, with the exception of completing certification programs, research experience and fund raising, were graded at 4 or 5 by at least 82% of the responders. The remaining educational experiences, i.e. clinical practice, teaching physicians and medical students, teaching other health care providers, developing lifestyle interventions and developing health promotion programs were ranked as equally important in a LM fellowship program (average M = 4.23, SD = 0.11, p = 0.07).ConclusionsLifestyle fellowship curricula components were defined based on LM stakeholders’ input. These domains and educational experiences represent the range of competencies previously noted as important in the practice of LM. As the foundation of an inaugural physician fellowship, they inform the educational objectives and future evaluation of this fellowship.

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Section: Discussionmentioning

confidence: 99%

Bridging the gap - planning Lifestyle Medicine fellowship curricula: A cross sectional study

Polak¹,

Dacey²,

Keenan³

et al. 2014

BMC Med Educ

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“…Learners engaged in constructive selfcriticism, thereby clarifying thoughts and feelings and identifying proficiencies and deficiencies in performance [35] The portfolio facilitated that all information was stored in one place (DR) Learners identified gaps in learning [32] Context Mechanism Outcome Self-assessment (-)…”

Section: Phasementioning

confidence: 99%

“…Learners engaged in reflection [45] The portfolio mimicked authentic professional situations since real medical cases were used to fill the portfolio. This reduced the gap between theory and practice (DR/PC) Learners engaged in reflection [31] The portfolio facilitated that all information was stored in one place (DR) Learners engaged in reflection [32] Supervisors emphasized the importance of reflection (M) Learners engaged in reflection [33] Context Mechanism Outcome Reflection (-)…”

Section: Phasementioning

confidence: 99%

“…The portfolio facilitated all information was stored in one place (DR) The portfolio helped to set goals for the future [32] Context Mechanism Outcome Learning objectives and plans -Learners did not have a personal work and/or storage space within the hospital (WPL) -The busy, frenetic pace of the clinical setting (WPL). -Summative assessment; more specifically, requirements regarding the (number of) portfolio reports (SA)…”

Section: Phasementioning

confidence: 99%

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How does portfolio use affect self-regulated learning in clinical workplace learning: What works, for whom, and in what contexts?

Gulden¹,

Timmerman²,

Muris³

et al. 2022

Perspect Med Educ

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Introduction Portfolio use to support self-regulated learning (SRL) during clinical workplace learning is widespread, but much is still unknown regarding its effectiveness. This review aimed to gain insight in the extent to which portfolio use supports SRL and under what circumstances. Methods A realist review was conducted in two phases. First, stakeholder interviews and a scoping search were used to formulate a program theory that explains how portfolio use could support SRL. Second, an in-depth literature search was conducted. The included papers were coded to extract context–mechanism–outcome configurations (CMOs). These were synthesized to answer the research question. Results Sixteen papers were included (four fulfilled all qualitative rigor criteria). Two primary portfolio mechanisms were established: documenting as a moment of contemplation (learners analyze experiences while writing portfolio reports) and documentation as a reminder of past events (previous portfolio reports aid recall). These mechanisms may explain the positive relationship between portfolio use and self-assessment, reflection, and feedback. However, other SRL outcomes were only supported to a limited extent: formulation of learning objectives and plans, and monitoring. The partial support of the program theory can be explained by interference of contextual factors (e.g., system of assessment) and portfolio-related mechanisms (e.g., mentoring). Discussion Portfolio research is falling short both theoretically—in defining and conceptualizing SRL—and methodologically. Nevertheless, this review indicates that portfolio use has potential to support SRL. However, the working mechanisms of portfolio use are easily disrupted. These disruptions seem to relate to tensions between different portfolio purposes, which may undermine learners’ motivation.

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“…This resource prompts trainees to keep track of their achievements in research, education, teaching, clinical experiences, and leadership roles. 8 In addition to traditional portfolios, electronic portfolios may be used to promote reflection. Some have even suggesting using online blogs, or social media including Twitter to promote reflection in medical trainees.…”

Section: How To Implement Reflection Into Surgical Educationmentioning

confidence: 99%

A Pause for Reflection

McGlinn

Chung

2014

Annals of Plastic Surgery

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Reflection is an important learning technique for surgeons during their training and is a valuable tool for life-long learning and maintenance of certification to assure competency. Reflection helps individuals to evaluate their performance in the interest of improving their ability to deal with similar experiences in the future. Additionally, reflection can be helpful for established surgeons to continue to improve upon their performance and hone their craft. This article outlines the theoretical role of reflection in the learning process. We will discuss methods for incorporating reflection into training programs, and review the evidence for implementing reflection in surgical training.

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The CanMEDS portfolio: a tool for reflection in a fellowship programme

Abstract: We hope that this reflection tool will be adapted for use in other training programmes. If it is introduced elsewhere, we would recommend that learners and staff receive ample training in its use so that it can be maximally effective.

Cited by 5 publications

References 9 publications

Bridging the gap - planning Lifestyle Medicine fellowship curricula: A cross sectional study

Bridging the gap - planning Lifestyle Medicine fellowship curricula: A cross sectional study

How does portfolio use affect self-regulated learning in clinical workplace learning: What works, for whom, and in what contexts?

A Pause for Reflection

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