A model of engagement in reflective writing-based portfolios: Interactions between points of vulnerability and acts of adaptability

被引：16

作者：

Arntfield, Shannon ^{[1
]}

Parlett, Brittney ^{[1
]}

Meston, Christine N. ^{[1
]}

Apramian, Tavis ^{[1
]}

Lingard, Lorelei ^{[1
]}

机构：

[1] Western Univ, London, ON, Canada

来源：

MEDICAL TEACHER | 2016年 / 38卷 / 02期

关键词：

MEDICAL-EDUCATION; NARRATIVE MEDICINE; UNDERGRADUATE; STUDENTS; COMPETENCE; MENTOR;

D O I：

10.3109/0142159X.2015.1009426

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Background: Portfolios are widely used for meeting new accreditation standards in the age of competency-based medicine. However, the method of learning through portfolio has been suggested to be vulnerable. Aim: The aim of this study was to explore conditions affecting the experience of teaching and learning from the perspective of both students and mentors in a reflective writing-based portfolio initiative. Method: Using mixed-methods rooted in grounded theory, 139 students and 13 mentors completed questionnaires, 23 students participated in four focus groups and 9 mentors in individual interviews. Results: The overarching theme in our data was student-mentor engagement. Our results confirm previous literature describing portfolio as a vulnerable method of learning, extend this concept by identifying and categorizing specific points of vulnerability, and contribute new knowledge regarding acts of adaptability, which serve to strengthen the student-mentor relationship. Conclusion: Engagement is central to the success of portfolio and is shaped by a dynamic interaction between points of vulnerability and acts of adaptability. We propose a model of engagement in portfolio that can be used for faculty development to optimize student-mentor engagement.

引用

页码：196 / 205

页数：10