Austin Clare, Braidman Isobel
University of Manchester, UK.
Med Teach. 2008;30(3):265-71. doi: 10.1080/01421590701758673.
Personal and Professional Development portfolios have recently been introduced into phase 1 (years 1 and 2) of the undergraduate medical curriculum in the School of Medicine in Manchester. As the large student numbers at Manchester precluded the use of an individual mentoring system, students are supported in their portfolio development by tutor facilitators, in groups of 10-12.
The aims of this study were to investigate the views of these tutor facilitators on the delivery and support of portfolios in this way.
A mixed method approach was used with data collected from both questionnaires and a focus group meeting.
Tutor facilitators were generally positive about their roles in the support of portfolio development in group sessions and identified several advantages to this type of tutoring - namely the value of group discussion and discussion between peers to encourage reflection, and the practical ability to integrate portfolio sessions more closely with clinical experiences - which would not be possible in one to one tutor/student meetings. With the training and guidance notes provided tutors were confident that they understood the support they should give students and felt that they could encourage reflection.
Thus, tutors perceived that the support of portfolio in groups is an effective way of developing portfolios for large numbers of students.
个人与职业发展档案袋最近已被引入曼彻斯特医学院本科医学课程的第一阶段（第1年和第2年）。由于曼彻斯特的学生人数众多，无法采用个人辅导系统，因此学生们在档案袋开发过程中由导师辅导员提供支持，每组10至12人。
本研究的目的是调查这些导师辅导员对以这种方式提供档案袋及支持的看法。
采用混合方法，从问卷调查和焦点小组会议中收集数据。
导师辅导员总体上对他们在小组会议中支持档案袋开发的角色持积极态度，并确定了这种辅导方式的几个优点——即小组讨论和同伴间讨论对促进反思的价值，以及将档案袋课程与临床经验更紧密结合的实际能力——这在一对一的导师/学生会议中是不可能实现的。通过提供的培训和指导说明，导师们相信他们理解应该给予学生的支持，并觉得他们能够促进反思。
因此，导师们认为小组支持档案袋是为大量学生开发档案袋的有效方式。
