Jenkins Louis S
Primary Health Care Directorate, Department of Family, Community and Emergency Care, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa; and, Department of Family and Emergency Medicine, Western Cape Department of Health, George Hospital, George, South Africa; and, Department of Family and Emergency Medicine, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town.
S Afr Fam Pract (2004). 2025 Jun 4;67(1):e1-e5. doi: 10.4102/safp.v67i1.6080.
Workplace-based assessment is increasingly crucial in the postgraduate training of specialists in South Africa, including for family physicians. A portfolio of learning allows a structured, flexible way to present evidence of learning. Portfolios are increasingly digitally based as e-portfolios. Portfolios are used for encouraging self-reflective learning, for transforming learning, and for gathering evidence of skills necessary for future employment. Portfolios support assessment for learning and assessment of learning. This necessitates registrar reflections, supervisor feedback and interaction, and linkages to entrustable professional activities (EPAs). The e-portfolio facilitates triangulation, aggregation and saturation of data points for the various EPAs to support clinical competency committees to make high-stakes evaluations of registrar portfolios. While the initial design and development costs are significant, operational costs become affordable when shared across all training programmes. The portfolio of learning has been a key priority in family medicine for almost 15 years. Initially, a paper-based portfolio was adopted to collect evidence of learning for the national exit-level outcomes. It was converted into an e-portfolio and implemented nationally through the coordination of the South African Academy of Family Physicians. In 2023, the e-portfolio was redesigned to gather evidence of learning for 22 EPAs, and a further revision took place in 2024. A portfolio of learning offers a valuable alternative to traditional assessment methods, allowing for a comprehensive understanding of registrars' growth over time.
在南非，包括家庭医生在内的专科医生研究生培训中，基于工作场所的评估日益重要。学习档案袋提供了一种结构化、灵活的方式来展示学习证据。档案袋越来越多地以数字形式存在，即电子档案袋。档案袋用于鼓励自我反思学习、促进学习转变以及收集未来就业所需技能的证据。档案袋支持形成性评估和终结性评估。这需要住院医生进行反思、导师提供反馈和互动，并与可托付专业活动（EPA）建立联系。电子档案袋有助于对各种EPA的数据点进行三角测量、汇总和饱和分析，以支持临床能力委员会对住院医生档案袋进行高风险评估。虽然初始设计和开发成本很高，但当在所有培训项目中分摊时，运营成本就变得可以承受。近15年来，学习档案袋一直是家庭医学的关键优先事项。最初，采用纸质档案袋来收集全国结业水平成果的学习证据。后来它被转换为电子档案袋，并通过南非家庭医生学会的协调在全国实施。2023年，电子档案袋重新设计，以收集22项EPA的学习证据，并于2024年进行了进一步修订。学习档案袋为传统评估方法提供了一种有价值的替代方案，能够全面了解住院医生随时间的成长情况。
