The role of ePortfolios in supporting continuing professional development in practice

References

• Austin Z, Marini A, Desroches B. Use of a learning portfolio for continuing professional development: A study of pharmacist in Ontario (Canada). Pharm Educ 2005; 5(3/4)175–181
   Google Scholar
• Bankey R. Technical report on lifelong learning. The Royal College of Physicians and Surgeons of Canada, Ottawa 2007
   Google Scholar
• Barrie AR, Ward AM. Questioning behaviour in general practice: A pragmatic study. BMJ 1997; 215: 1512–1515
   Google Scholar
• British Educational Communications, Technology Agency JISC, InfoKit. 2008. Understanding how e-portfolios work – Impact of e-portfolios on learning (Hartnell-Young et al 2007). [Accessed 25 March 2013] Available from http://www.jiscinfonet.ac.uk/infokits/e-portfolios/
   Google Scholar
• Buckley S, Coleman J, Davison I, Khan KS, Zamora J, Malick S, Morley D, Pollard D, Ashcroft T, Popovic C, et al. The educational effects of portfolios on undergraduate student learning: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11. Med Teach Apr 2009; 31(4)282–298
   PubMed Web of Science ®Google Scholar
• Campbell CM, Parboosingh JT, Gondocz ST, Babitskaya G, Lindsay E, De Guzman RC, Klein LM. Study of Physicians’ Use of a Software Program to Create a Portfolio of Their Self-directed Learning. Academic Medicine 1996; 71(10)S49–S51
   PubMedGoogle Scholar
• Campbell CM, Silver I, Sherbino J, Cate OT, Holmboe E. Competency-based continuing professional development. Med Teach; 2010; 32: 657–662
   PubMed Web of Science ®Google Scholar
• Davies H, Khera N, Stroobant J. Portfolios, appraisal, revalidation and all that: A user's guide for consultants. Arch Dis Child 2005; 90: 165–170
   PubMedGoogle Scholar
• Davis D, O’Brien MA, Freemantle N, Wolf FM, Mazmanian P, Taylor-Vaisey A. Impact of formal continuing medical education: Do conferences, workshops, rounds and other traditional continuing education activities change behavior or health care outcomes?. JAMA 1999; 282(9)867–874
   PubMed Web of Science ®Google Scholar
• Driessen EW, van Tartwijk J, Overeem K, Vermunt JD, van der Vleuten CP. Conditions for successful reflective use of portfolios in undergraduate medical education. Med Educ 2005; 39(12)1230–1235
   PubMed Web of Science ®Google Scholar
• Driessen E, van Tartwijk J, van der Vleuten C, Wass V. Portfolios in medical education: Why do they meet with mixed success?. A systematic Review Med Educ 2007; 41: 1224–1233
   PubMed Web of Science ®Google Scholar
• duBoulay C. From CME to CPD: Getting better at getting better?. BMJ 2000; 320(7332)393–394
   PubMedGoogle Scholar
• Ebell M. Information at the point of care: Answering clinical questions. J Am Board Fam Pract 1999; 12: 225–235
   PubMedGoogle Scholar
• Eva K, Regehr G. Self-assessment in the health professions: A reformulation and research agenda. Acad Med 2005; 80: s46–s54
   PubMed Web of Science ®Google Scholar
• Federation of Medical Regulatory Authorities of Canada. [Accessed 25 March 2013] Available from http://www.fmrac.ca/policy/revalidation_eng.html
   Google Scholar
• Finlay IG, Maughan TS, Webster DFT. A randomized controlled study of portfolio learning in undergraduate cancer education. Med Educ 1998; 32: 172–176
   PubMed Web of Science ®Google Scholar
• Forster AJ, Clark HD, Menard A, Dupuis N, Chernish R, Chandok N. Adverse events among medical patients after discharge from hospital. CMAJ 2004; 170(3)345–349
   PubMed Web of Science ®Google Scholar
• Galbraith RM, Hawkins RE, Holmboe ES. Making self-assessment more effective. JCHEP 2008; 28(1)20–24
   Google Scholar
• Green M, Reddy SG, Holmboe ES. Teaching and evaluating point of care learning with an internet-based clinical-question portfolio. JCEHP 2009; 29(4)209–219
   Google Scholar
• Grimshaw JM, Eccles MP, Walker AE, Thomas RE. Changing physicians’ behaviour: What works and thoughts on getting more things to work. JCEHP 2002; 22(4)237–243
   Google Scholar
• Grol R, Baker R, Moss F. Quality improvement research: Understanding the science of change in health care. Qual Saf Health Care 2002; 11(2)110–111
   PubMedGoogle Scholar
• Gurusamy K, Aggarwal R, Palanivelu L, Davidson BR. Systematic review of randomized controlled trials on the effectiveness of virtual reality training for laparoscopic surgery. Br J Surg 2008; 95: 1088–1097
   PubMed Web of Science ®Google Scholar
• Hall P, Byszewski A, Sutherland S, Stodel EJ. Developing a sustainable electronic portfolio (ePortfolio) program that fosters reflective practice and incorporates CanMEDS competencies into the undergraduate medical curriculum. Acad Med 2012; 87(6)744–751
   PubMedGoogle Scholar
• Harris P, Snell L, Talbot M, Harden RM. Competency-based medical education: Implications for undergraduate programs. Med Teach 2010; 32: 646–650
   PubMed Web of Science ®Google Scholar
• InfoPOEMs. 2012. accessed through the Canadian Medical Association at http://www.cma.ca/clinicalresources/k4p
   Google Scholar
• Iobst WF, Sherbino J, Cate OT, Richardson DL, Dath D, Swing SR, Harris P, Mungroo R, Holmboe ES, Frank JR. Competency-based medical education in postgraduate medical education. Med Teach 2010; 32: 651–656
   PubMed Web of Science ®Google Scholar
• Institute of Medicine Report. 1999. To Err is Human: Building a Safer Health System. [Accessed 25 March 2013] Available from http://iom.edu/Reports/1999/To-Err-is-Human-Building-A-Safer-Health-System.aspx
   Google Scholar
• Kardos RL, Cook JM, Butson RJ, Kardos TB. The development of an ePortfolio for life-long reflective learning and auditable professional certification. Eur J Den Educ 2009; 13(3)135–141
   PubMed Web of Science ®Google Scholar
• Mann K, Gordon J, MacLeod A. Reflection and reflective practice in health professions education: A systematic review. Adv Health Sci Educ Theory Pract 2007; 14(4)595–621
   PubMed Web of Science ®Google Scholar
• McGaghie MC, Issenberg AB, Petrusa ER, Scalese RJ. Effect of practice on standardized learning outcomes in simulation-based medical education. Med Educ 2006; 40: 792–797
   PubMed Web of Science ®Google Scholar
• McGlynn EA, Asch SM, Adams J, Keesey J, Hicks J, DeCristofaro A, Kerr EA. The quality of health care delivered to adults in the United States. NEJM 2003; 348: 2635–2645
   PubMed Web of Science ®Google Scholar
• MedBiquitous. 2012. [Accessed 25 March 2013] Available from http://www.medbiq.org/, and standards web page at http://www.medbiq.org/std_specs/standards/index.html#ActivityReport
   Google Scholar
• Moon J. A handbook of reflective and experiential learning: Theory and practice. Routledge-Falmer, London 2004
   Google Scholar
• Moore DE, Green JS, Gallis HA. Achieved desired results and improved outcomes: Integrating planning and assessment throughout learning activities. JCEHP 2009; 29: 1–15
   Google Scholar
• Overeem K, Faber M, Arah O, Elwyn G, Lombarts K, Wollersheim H, Grol R. Doctor performance assessment in daily practice: Does it help doctors or not? A systematic review. Med Educ 2007; 41: 1039–1049
   PubMed Web of Science ®Google Scholar
• Parboosingh JT. Physician communities of practice: Where learning and practice are inseparable. JCEHP 2002; 22(4)230–236
   Google Scholar
• Ross S, MacLachlan A, Cleland J. Students’ attitudes towards the introduction of a Personal and Professional Development portfolio: Potential barriers and facilitators. BMC Med Educ 2009; 9: 69, . doi:10.1186/1472-6920-9-69
   PubMed Web of Science ®Google Scholar
• Royal College of Physicians and Surgeons of Canada. [Accessed 25 March 2013] Available from www.royalcollege.ca
   Google Scholar
• Scholes J, Webb C, Gray M, Endacott R, Miller C, Jasper M, McMullan M. Making portfolios work in practice. J Adv Nurs 2004; 46(6)595–603
   PubMedGoogle Scholar
• Schön D, 1987. Educating the reflective practitioner. San Francisco. Jossey-Bass
   Google Scholar
• Sutherland S, Powell A, 2007. JISC InfoNet. http://www.jiscinfonet.ac.uk/infokits/e-portfolios/; updated 14 November 2012
   Google Scholar
• Teunissen PW, Dornan T. Lifelong learning at work. BMJ 2008; 336: 667–669
   PubMed Web of Science ®Google Scholar
• Tochel C, Haig A, Hesketh A, Cadzow A, Beggs K, Colthart I, Peacock H. The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No. 12. Med Teach 2009; 31: 299–318
   PubMed Web of Science ®Google Scholar
• Tompkins M, Paquette-Frenette D. Learning portfolio models in health regulatory colleges in Ontario, Canada. JCEHP 2010; 30(1)57–64
   Google Scholar
• van der Veer SN, de Keizer NF, Ravelli ACJ, Tenkink S, Jager KJ. Improving quality of care. A systematic review of how medical registries provide information feedback to health care providers. Int J Med Inform 2010; 79(5)305–323
   PubMed Web of Science ®Google Scholar
• van Tartwijk J, Driessen E. 2004. ePortfolio scenarios: Types of ePortfolios. [Accessed 25 March 2013] Available from http://insight.eun.org/ww/en/pub/insight/school_innovation/eportfolio_scenarios/portfolios_types.htm
   Google Scholar
• Wassef ME, Riza L, Maciag T, Worden C, Delaney A. Implementing a competency-based electronic portfolio in a graduate nursing program. Comput Inform Nurs 2012; 30(5)249–250
   Google Scholar
• Wilkinson TJ, Challis M, Hobma SO, Newble DI, Parboosingh JT, Sibbald RG, Wakeford R. The use of portfolios for assessment of the competence and performance of doctors in practice. Med Educ 2002; 36(10)918–924
   PubMedGoogle Scholar