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The national portfolio of learning for postgraduate family medicine training in South Africa: experiences of registrars and supervisors in clinical practice.

Jenkins L, Mash B, Derese A - BMC Med Educ (2013)

Bottom Line: The acceptability of the portfolio was limited by service delivery demands, incongruence between the clinical context and educational requirements, design of the logbook and easy availability of the associated tools.Its acceptability and usefulness as a learning tool should increase over time as supervisors and registrars become more competent in its use.There is a need to clarify how it will be used in summative assessment.

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Affiliation: Division of Family Medicine and Primary Care, Stellenbosch University and Western Cape Department of Health, George Training Complex, George, South Africa. Louis.jenkins@westerncape.gov.za.

ABSTRACT

Background: In South Africa the submission of a portfolio of learning has become a national requirement for assessment of family medicine training. A national portfolio has been developed, validated and implemented. The aim of this study was to explore registrars' and supervisors' experience regarding the portfolio's educational impact, acceptability, and perceived usefulness for assessment of competence.

Methods: Semi-structured interviews were conducted with 17 purposively selected registrars and supervisors from all eight South African training programmes.

Results: The portfolio primarily had an educational impact through making explicit the expectations of registrars and supervisors in the workplace. This impact was tempered by a lack of engagement in the process by registrars and supervisors who also lacked essential skills in reflection, feedback and assessment. The acceptability of the portfolio was limited by service delivery demands, incongruence between the clinical context and educational requirements, design of the logbook and easy availability of the associated tools. The use of the portfolio for formative assessment was strongly supported and appreciated, but was not always happening and in some cases registrars had even organised peer assessment. Respondents were unclear as to how the portfolio would be used for summative assessment.

Conclusions: The learning portfolio had a significant educational impact in shaping work-place based supervision and training and providing formative assessment. Its acceptability and usefulness as a learning tool should increase over time as supervisors and registrars become more competent in its use. There is a need to clarify how it will be used in summative assessment.

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The competencies expected of a South African family physician [[11]].
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Figure 1: The competencies expected of a South African family physician [[11]].

Mentions: National training outcomes and a single national exit examination have been developed for family medicine [8-10]. Registrars enter a 4-year programme at one of the eight university departments, attached to a clinical complex consisting of PHC facilities, a district hospital, and a regional hospital. Eligibility for the exit examination of the national College of Family Physicians, to qualify as a consultant family physician, requires completion of three years of supervised clinical training in a registrar post in one of these complexes and submission of a portfolio of learning with satisfactory evidence of learning. FigureĀ 1 illustrates the various competencies expected from the family physician [11].


The national portfolio of learning for postgraduate family medicine training in South Africa: experiences of registrars and supervisors in clinical practice.

Jenkins L, Mash B, Derese A - BMC Med Educ (2013)

The competencies expected of a South African family physician [[11]].
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4226197&req=5

Figure 1: The competencies expected of a South African family physician [[11]].
Mentions: National training outcomes and a single national exit examination have been developed for family medicine [8-10]. Registrars enter a 4-year programme at one of the eight university departments, attached to a clinical complex consisting of PHC facilities, a district hospital, and a regional hospital. Eligibility for the exit examination of the national College of Family Physicians, to qualify as a consultant family physician, requires completion of three years of supervised clinical training in a registrar post in one of these complexes and submission of a portfolio of learning with satisfactory evidence of learning. FigureĀ 1 illustrates the various competencies expected from the family physician [11].

Bottom Line: The acceptability of the portfolio was limited by service delivery demands, incongruence between the clinical context and educational requirements, design of the logbook and easy availability of the associated tools.Its acceptability and usefulness as a learning tool should increase over time as supervisors and registrars become more competent in its use.There is a need to clarify how it will be used in summative assessment.

View Article: PubMed Central - HTML - PubMed

Affiliation: Division of Family Medicine and Primary Care, Stellenbosch University and Western Cape Department of Health, George Training Complex, George, South Africa. Louis.jenkins@westerncape.gov.za.

ABSTRACT

Background: In South Africa the submission of a portfolio of learning has become a national requirement for assessment of family medicine training. A national portfolio has been developed, validated and implemented. The aim of this study was to explore registrars' and supervisors' experience regarding the portfolio's educational impact, acceptability, and perceived usefulness for assessment of competence.

Methods: Semi-structured interviews were conducted with 17 purposively selected registrars and supervisors from all eight South African training programmes.

Results: The portfolio primarily had an educational impact through making explicit the expectations of registrars and supervisors in the workplace. This impact was tempered by a lack of engagement in the process by registrars and supervisors who also lacked essential skills in reflection, feedback and assessment. The acceptability of the portfolio was limited by service delivery demands, incongruence between the clinical context and educational requirements, design of the logbook and easy availability of the associated tools. The use of the portfolio for formative assessment was strongly supported and appreciated, but was not always happening and in some cases registrars had even organised peer assessment. Respondents were unclear as to how the portfolio would be used for summative assessment.

Conclusions: The learning portfolio had a significant educational impact in shaping work-place based supervision and training and providing formative assessment. Its acceptability and usefulness as a learning tool should increase over time as supervisors and registrars become more competent in its use. There is a need to clarify how it will be used in summative assessment.

Show MeSH