Snadden D, Thomas M L
Tayside Centre for General Practice, University of Dundee, UK.
Med Educ. 1998 Jul;32(4):401-6. doi: 10.1046/j.1365-2923.1998.00245.x.
Reflective learning has been widely addressed as an important learning mechanism in the educational literature. The creation of portfolios has been seen as a mechanism to promote this, though there has been little exploration of the place of a portfolio in general practice training. This study examined the introduction of a model of a portfolio learning strategy into one training region. The model had been developed by previous pilot work. The study explored the model in terms of its usefulness in general practice training and its relationship to reflective learning. An educational facilitator was used to support this introduction. Workshops and written material were developed to disseminate and refine ideas generated in the pilot study. This was followed by visits to trainer/general practice registrar (GPR) pairs over a 2-year period. These visits included semistructured interviews, which were tape-recorded and analysed using qualitative methods. Additional written resources, video and audio material as well as new workshops were designed with the researched participants in order to promote the development of the concepts of portfolio learning. Sixty interviews were carried out over a 2-year period with 44 pairs of trainers and GPRs. This included a total of 27 trainers and 44 registrars. Eighteen pairs were interviewed twice. Two focus groups were used at the end of the project. Portfolios have a place to play in general practice vocational training. They act as a bridge between hospital and general practice. They can be used to develop a learner-centred curriculum, explore difficult emotive concerns and facilitate feedback. They do not suit all learning styles. Their use is determined by a cost-benefit analysis described in this study.
反思性学习在教育文献中已被广泛视为一种重要的学习机制。档案袋的创建被视为促进这种学习的一种机制，尽管对于档案袋在全科医学培训中的地位鲜有探讨。本研究考察了将一种档案袋学习策略模型引入一个培训地区的情况。该模型是由之前的试点工作开发的。本研究从其在全科医学培训中的有用性及其与反思性学习的关系方面对该模型进行了探索。使用了一名教育促进者来支持这一引入过程。开发了研讨会和书面材料，以传播和完善试点研究中产生的想法。接下来在两年时间里对培训师/全科医学住院医师（GPR）组合进行了走访。这些走访包括半结构化访谈，访谈进行了录音，并采用定性方法进行分析。为了促进档案袋学习概念的发展，与参与研究的人员一起设计了额外的书面资源、视频和音频材料以及新的研讨会。在两年时间里对44对培训师和GPR进行了60次访谈。其中包括总共27名培训师和44名住院医师。18对接受了两次访谈。在项目结束时使用了两个焦点小组。档案袋在全科医学职业培训中占有一席之地。它们在医院和全科医学之间起到桥梁作用。它们可用于开发以学习者为中心的课程、探讨棘手的情感问题并促进反馈。它们并不适合所有的学习风格。其使用由本研究中描述的成本效益分析来决定。
