Arntfield Shannon, Parlett Brittney, Meston Christine N, Apramian Tavis, Lingard Lorelei
a Western University , Canada.
Med Teach. 2016;38(2):196-205. doi: 10.3109/0142159X.2015.1009426. Epub 2015 Sep 4.
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.
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.
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.
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.
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.
在基于能力的医学时代，档案袋被广泛用于满足新的认证标准。然而，有人认为通过档案袋学习的方法存在缺陷。
本研究的目的是从基于反思性写作的档案袋计划中的学生和导师的角度，探索影响教学体验的条件。
采用扎根理论的混合方法，139名学生和13名导师完成了问卷调查，23名学生参加了四个焦点小组，9名导师参加了个人访谈。
我们数据中的首要主题是学生与导师的互动。我们的结果证实了之前将档案袋描述为一种有缺陷的学习方法的文献，通过识别和分类具体的缺陷点扩展了这一概念，并贡献了关于适应性行为的新知识，这些行为有助于加强学生与导师的关系。
互动是档案袋成功的核心，它由缺陷点和适应性行为之间的动态相互作用所塑造。我们提出了一个档案袋互动模型，可用于教师发展，以优化学生与导师的互动。
