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How does portfolio use affect self-regulated learning in clinical workplace learning: What works, for whom, and in what contexts?
INTRODUCTION: Portfolio use to support self-regulated learning (SRL) during clinical workplace learning is widespread, but much is still unknown regarding its effectiveness. This review aimed to gain insight in the extent to which portfolio use supports SRL and under what circumstances. METHODS: A r...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Bohn Stafleu van Loghum
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9582105/ https://www.ncbi.nlm.nih.gov/pubmed/36136233 http://dx.doi.org/10.1007/s40037-022-00727-7 |
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author | van der Gulden, Rozemarijn Timmerman, Angelique Muris, Jean W. M. Thoonen, Bart P. A. Heeneman, Sylvia Scherpbier-de Haan, Nynke D. |
author_facet | van der Gulden, Rozemarijn Timmerman, Angelique Muris, Jean W. M. Thoonen, Bart P. A. Heeneman, Sylvia Scherpbier-de Haan, Nynke D. |
author_sort | van der Gulden, Rozemarijn |
collection | PubMed |
description | INTRODUCTION: Portfolio use to support self-regulated learning (SRL) during clinical workplace learning is widespread, but much is still unknown regarding its effectiveness. This review aimed to gain insight in the extent to which portfolio use supports SRL and under what circumstances. METHODS: A realist review was conducted in two phases. First, stakeholder interviews and a scoping search were used to formulate a program theory that explains how portfolio use could support SRL. Second, an in-depth literature search was conducted. The included papers were coded to extract context–mechanism–outcome configurations (CMOs). These were synthesized to answer the research question. RESULTS: Sixteen papers were included (four fulfilled all qualitative rigor criteria). Two primary portfolio mechanisms were established: documenting as a moment of contemplation (learners analyze experiences while writing portfolio reports) and documentation as a reminder of past events (previous portfolio reports aid recall). These mechanisms may explain the positive relationship between portfolio use and self-assessment, reflection, and feedback. However, other SRL outcomes were only supported to a limited extent: formulation of learning objectives and plans, and monitoring. The partial support of the program theory can be explained by interference of contextual factors (e.g., system of assessment) and portfolio-related mechanisms (e.g., mentoring). DISCUSSION: Portfolio research is falling short both theoretically—in defining and conceptualizing SRL—and methodologically. Nevertheless, this review indicates that portfolio use has potential to support SRL. However, the working mechanisms of portfolio use are easily disrupted. These disruptions seem to relate to tensions between different portfolio purposes, which may undermine learners’ motivation. SUPPLEMENTARY INFORMATION: The online version of this article (10.1007/s40037-022-00727-7) contains supplementary material, which is available to authorized users. |
format | Online Article Text |
id | pubmed-9582105 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Bohn Stafleu van Loghum |
record_format | MEDLINE/PubMed |
spelling | pubmed-95821052022-10-21 How does portfolio use affect self-regulated learning in clinical workplace learning: What works, for whom, and in what contexts? van der Gulden, Rozemarijn Timmerman, Angelique Muris, Jean W. M. Thoonen, Bart P. A. Heeneman, Sylvia Scherpbier-de Haan, Nynke D. Perspect Med Educ Review Article INTRODUCTION: Portfolio use to support self-regulated learning (SRL) during clinical workplace learning is widespread, but much is still unknown regarding its effectiveness. This review aimed to gain insight in the extent to which portfolio use supports SRL and under what circumstances. METHODS: A realist review was conducted in two phases. First, stakeholder interviews and a scoping search were used to formulate a program theory that explains how portfolio use could support SRL. Second, an in-depth literature search was conducted. The included papers were coded to extract context–mechanism–outcome configurations (CMOs). These were synthesized to answer the research question. RESULTS: Sixteen papers were included (four fulfilled all qualitative rigor criteria). Two primary portfolio mechanisms were established: documenting as a moment of contemplation (learners analyze experiences while writing portfolio reports) and documentation as a reminder of past events (previous portfolio reports aid recall). These mechanisms may explain the positive relationship between portfolio use and self-assessment, reflection, and feedback. However, other SRL outcomes were only supported to a limited extent: formulation of learning objectives and plans, and monitoring. The partial support of the program theory can be explained by interference of contextual factors (e.g., system of assessment) and portfolio-related mechanisms (e.g., mentoring). DISCUSSION: Portfolio research is falling short both theoretically—in defining and conceptualizing SRL—and methodologically. Nevertheless, this review indicates that portfolio use has potential to support SRL. However, the working mechanisms of portfolio use are easily disrupted. These disruptions seem to relate to tensions between different portfolio purposes, which may undermine learners’ motivation. SUPPLEMENTARY INFORMATION: The online version of this article (10.1007/s40037-022-00727-7) contains supplementary material, which is available to authorized users. Bohn Stafleu van Loghum 2022-09-22 2022-10 /pmc/articles/PMC9582105/ /pubmed/36136233 http://dx.doi.org/10.1007/s40037-022-00727-7 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Review Article van der Gulden, Rozemarijn Timmerman, Angelique Muris, Jean W. M. Thoonen, Bart P. A. Heeneman, Sylvia Scherpbier-de Haan, Nynke D. How does portfolio use affect self-regulated learning in clinical workplace learning: What works, for whom, and in what contexts? |
title | How does portfolio use affect self-regulated learning in clinical workplace learning: What works, for whom, and in what contexts? |
title_full | How does portfolio use affect self-regulated learning in clinical workplace learning: What works, for whom, and in what contexts? |
title_fullStr | How does portfolio use affect self-regulated learning in clinical workplace learning: What works, for whom, and in what contexts? |
title_full_unstemmed | How does portfolio use affect self-regulated learning in clinical workplace learning: What works, for whom, and in what contexts? |
title_short | How does portfolio use affect self-regulated learning in clinical workplace learning: What works, for whom, and in what contexts? |
title_sort | how does portfolio use affect self-regulated learning in clinical workplace learning: what works, for whom, and in what contexts? |
topic | Review Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9582105/ https://www.ncbi.nlm.nih.gov/pubmed/36136233 http://dx.doi.org/10.1007/s40037-022-00727-7 |
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