Kjaer Niels Kristian, Maagaard Roar, Wied Sidsel
University of Southern Denmark. Sonderborg.
Med Teach. 2006 Dec;28(8):708-12. doi: 10.1080/01421590601047672.
This study describes the introduction of an online portfolio in postgraduate medical training in Family Medicine. An online questionnaire collecting quantitative and qualitative data was sent to 90 GP trainees of whom 65 responded. A phenomenological analysis method was applied to the data. The portfolio supported the trainees' ability to monitor their own clinical progress providing a better focus on learning objectives. It was helpful in the organization of the training programme and in the formation of individual personal knowledge. Reflection was stimulated, especially concerning complex and difficult clinical situations and it was used as a point of departure for trainee-trainer discussions. Trainees preferred an online portfolio to pen and paper. The degree of educational support was experienced differently. Obstacles were lack of time, lack of trainer support, inappropriate IT facilities, lack of proper introduction and lack of personal motivation.
本研究描述了在家庭医学研究生医学培训中引入在线档案袋的情况。向90名全科医生培训学员发送了一份收集定量和定性数据的在线问卷，其中65人做出了回应。对数据采用了现象学分析方法。该档案袋有助于学员监测自己的临床进展，使其能更好地专注于学习目标。它对培训计划的组织和个人知识的形成很有帮助。它激发了反思，尤其是关于复杂和困难的临床情况，并且被用作学员与培训师讨论的出发点。学员更喜欢在线档案袋而非纸笔记录。教育支持的程度体验因人而异。障碍包括时间不足、培训师支持不足、信息技术设施不合适、缺乏适当的介绍以及个人动力不足。
