Citations (31)
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Jorrick Beckers, Diana H.J.M. Dolmans, Michelle M.H. Knapen & Jeroen J.G. van Merriënboer. (2019) Walking the tightrope with an e-portfolio: imbalance between support and autonomy hampers self-directed learning. Journal of Vocational Education & Training 71:2, pages 260-288.
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Krish Sheri, Jue Ying Joan Too, Sing En Lydia Chuah, Ying Pin Toh, Stephen Mason & Lalit Kumar Radha Krishna. (2019) A scoping review of mentor training programs in medicine between 1990 and 2017. Medical Education Online 24:1.
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Marie-Lyse Foucault, Brigitte Vachon, Aliki Thomas, Annie Rochette & Charles-Édouard Giguère. (2018) Utilisation of an electronic portfolio to engage rehabilitation professionals in continuing professional development: results of a provincial survey. Disability and Rehabilitation 40:13, pages 1591-1599.
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Kulamakan Kulasegaram, Maria Mylopoulos, Paul Tonin, Stacey Bernstein, Pier Bryden, Marcus Law, Jana Lazor, Richard Pittini, Sanjeev Sockalingam, Glendon R. Tait & Patricia Houston. (2018) The alignment imperative in curriculum renewal. Medical Teacher 40:5, pages 443-448.
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Shannon Arntfield, Brittney Parlett, Christine N. Meston, Tavis Apramian & Lorelei Lingard. (2016) A model of engagement in reflective writing-based portfolios: Interactions between points of vulnerability and acts of adaptability. Medical Teacher 38:2, pages 196-205.
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Elaine F. Dannefer & Richard A. Prayson. (2013) Supporting students in self-regulation: Use of formative feedback and portfolios in a problem-based learning setting. Medical Teacher 35:8, pages 655-660.
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Sandrijn van Schaik, Jennifer Plant & Patricia O'Sullivan. (2013) Promoting self-directed learning through portfolios in undergraduate medical education: The mentors’ perspective. Medical Teacher 35:2, pages 139-144.
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Bernat-Carles Serdà & Angel Alsina. (2013) El portafolio: efectos de un proceso de implementación autorregulado. Culture and Education 25:3, pages 323-336.
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E. Jippes, S.J. Van Luijk, J. Pols, M.C. Achterkamp, P.L.P. Brand & J.M.L. Van Engelen. (2012) Facilitators and barriers to a nationwide implementation of competency-based postgraduate medical curricula: A qualitative study. Medical Teacher 34:8, pages e589-e602.
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RachelL. Perlman, PaulaT. Ross, Jennifer Christner & MonicaL. Lypson. (2011) Faculty reflections on the implementation of socio‐cultural eportfolio assessment tool. Reflective Practice 12:3, pages 375-388.
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Hanneke Mulder, Olle Ten Cate, Rieneke Daalder & Josephine Berkvens. (2010) Building a competency-based workplace curriculum around entrustable professional activities: The case of physician assistant training. Medical Teacher 32:10, pages e453-e459.
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R.O.B. Gans. (2009) Mentoring with a formative portfolio: A case for reflection as a separate competency role. Medical Teacher 31:10, pages 883-884.
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Articles from other publishers (19)
Annabelle Jia Sing Lim, Daniel Zhihao Hong, Anushka Pisupati, Yun Ting Ong, Jocelyn Yi Huang Yeo, Eleanor Jia Xin Chong, Yi Zhe Koh, Mingjia Wang, Rei Tan, Kai Kee Koh, Jacquelin Jia Qi Ting, Betrand Kai Yang Lam, Min Chiam, Alexia Sze Inn Lee, Annelissa Mien Chew Chin, Warren Fong, Limin Wijaya, Laura Hui Shuen Tan & Lalit Kumar Radha Krishna. (2023) Portfolio use in postgraduate medical education: a systematic scoping review. Postgraduate Medical Journal 99:1174, pages 913-927.
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Eleanor Jia Xin Chong, Ming Jia Wang, Jia Yin Lim, Grace Shen Shen, Misha Jing Yi Chow, Kai Kee Koh, Annabelle Jia Sing Lim, Daniel Zhihao Hong, Jacquelin Jia Qi Ting, Anushka Pisupati, Betrand Kai Yang Lam, Yun Ting Ong, Min Chiam, Stephen Mason, Lalit Kumar Radha Krishna & Si Ying Tan. (2022) Surgical portfolios: A systematic scoping review. Surgery in Practice and Science 10, pages 100107.
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Kwi Hwa Park, Bee Sung Kam, So Jung Yune, Sang Yeoup Lee & Sun Ju Im. (2022) Changes in self-reflective thinking level in writing and educational needs of medical students: A longitudinal study. PLOS ONE 17:1, pages e0262250.
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Saurabh Shrivastava & Prateek Shrivastava. (2022) Portfolios in medical education: A tool for learning and assessment of medical students. Libyan International Medical University Journal 06:01, pages 51-54.
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Clarissa Wei Shuen Cheong, Elisha Wan Ying Chia, Kuang Teck Tay, Wen Jie Chua, Fion Qian Hui Lee, Eugene Yong Hian Koh, Annelissa Mien Chew Chin, Ying Pin Toh, Stephen Mason & Lalit Kumar Radha Krishna. (2019) A systematic scoping review of ethical issues in mentoring in internal medicine, family medicine and academic medicine. Advances in Health Sciences Education 25:2, pages 415-439.
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Patricia McInerney & Lionel Patrick Green-Thompson. (2020) Theories of learning and teaching methods used in postgraduate education in the health sciences: a scoping review. JBI Evidence Synthesis 18:1, pages 1-29.
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Jack Kopechek, Sorabh Khandelwal, Carmine Alexander Grieco, Douglas M. Post, John A. Davis & Cynthia H. Ledford. (2016) Portfolio-Associated Faculty: A Qualitative Analysis of Successful Behaviors from the Perspective of the Student. Journal of Biomedical Education 2016, pages 1-7.
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Tracy Moniz, Shannon Arntfield, Kristina Miller, Lorelei Lingard, Chris Watling & Glenn Regehr. (2015) Considerations in the use of reflective writing for student assessment: issues of reliability and validity. Medical Education 49:9, pages 901-908.
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Brett Vaughan, Prue Florentine & Annie Carter. (2014) Introducing a portfolio assessment in a pre-professional osteopathy program. International Journal of Osteopathic Medicine 17:2, pages 129-134.
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Rachel L. Perlman, Jennifer Christner, Paula T. Ross & Monica L. Lypson. (2014) A Successful Faculty Development Program for Implementing a Sociocultural ePortfolio Assessment Tool. Academic Medicine 89:2, pages 257-262.
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Karin W. Houben, Cristy L.M. van den Hombergh, Renée E. Stalmeijer, Albert J. Scherpbier & Marco A.E. Marcus. (2011) New training strategies for anaesthesia residents. Current Opinion in Anaesthesiology 24:6, pages 682-686.
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Mirabelle A Schaub-de Jong, Johanna Schönrock-Adema, Hanke Dekker, Marian Verkerk & Janke Cohen-Schotanus. (2011) Development of a student rating scale to evaluate teachers’ competencies for facilitating reflective learning. Medical Education 45:2, pages 155-165.
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