Short communication for the Northeast Group on Educational Affairs, 2012, Boston, Massachusetts, USA.

1. Electronic Portfolios: Technology
Innovations in Graduate Medical Education
and across the Medical Education
Continuum
E L I S A B E T H E . B E N N E T T 1, P H D
R O C H E L L R . M C W H O R T E R 2, P H D
H E A T H E R Z . S A N K E Y 1, M D
1T U F T SUNIVERSITY SCHOOL OF MEDICINE
2U N I V E R S I T Y O F T E X A S A T T Y L E R

2. Goals
DISCUSS THE RESULTS OF A LITERATURE
REVIEW OF EPORTFOLIOS IN GME
DESCRIBE THE PORTFOLIO FEATURE IN
NEW INNOVATIONS
ADDRESS IMPLICATIONS FOR EPORTFOLIOS
ACROSS THE CONTINUUM

3. ePortfolio Defined
Defined by Lorenzo & A variety of perspectives &
Ittelson (2005, p. 2) stakeholders
 A digitized collection of
artifacts including
demonstrations, resour
ces, and
accomplishments that
represent an
individual, group, or
institution

4. ePortfolios in Medical Education
 Schools and hospitals are considering implementing
locally
 Human resource systems (e.g. PeopleSoft)
 Learning Management Systems (commercial & proprietary)
 Student records systems (e.g. New Innovations)
 Both ACGME and AAMC have current initiatives
 ACGME Learning Portfolio: for professional development
“Experience, Learn, Reflect, Assess” premise
 AAMC GIR E-Portfolio workgroup

5. ePorfolios and Virtual HRD
 ePortfolios reflect Virtual HRD, especially if used for
multiple purposes where residents are both students and
employees
 Virtual HRD defined as “a media-rich and culturally
relevant web[bed] environment that strategically
improves expertise, performance, innovation, and
community building through formal and informal
learning” (Bennett, 2009, p. 364)
 Connected to other hospitals creates an ecology in which
culture & trust (Bennett & Bierema, 2010) are critical for
knowledge sharing & learning (Bennett, Blanchard, & Fernandez,
2011)

6. ePortfolio Uses in Literature
Static Interactive
 Procedure Log  Identify Learning
 Record of Certification Needs
 Patient Events/Logs  Reflective Practice
 Scholarly Publications  Mentoring
& Awards  Assessment
 Store Learning
Artifacts
 Track Exam Scores

7. Benefits & Limitations for GME
• SUMMATION OF TEN ARTICLES HANDOUT
• MOST INTERESTING FINDING: TENSION
BETWEEN PROGRAM-DRIVEN & LEARNER-
CENTERED PURPOSES

8. Review of New Innovations
Portfolio for OB-GYN
• A SNAPSHOT OF RESIDENT PERFORMANCE
BASED ON SIX CORE COMPETENCIES
• TIED TO FACULTY EVALUATIONS OF
RESIDENTS
• LOGS PROCEDURES & TEST SCORES
• RESIDENTS CAN UPLOAD FILES FOR
SCHOLARLY PUBLICATIONS
• PROGRAM DRIVEN RATHER THAN LEARNER
DRIVEN

11. Conclusions & Implications
Implications for the
Conclusions for GME
Continuum
 Portfolio feature of NI  Track performance &
limited, new journal development overtime
feature option UME-GME-CME
 Balance between learner  Foster reflective practice,
& program unresolved metacognition
 New ACGME  Capture “soft” skills and
accreditation standards systems-based practice
will drive use  Tie into quality and EHR
 Recruitment tool systems
 example: evaluating a
candidate’s reflective skill  Career Development

12. References
 ACGME: http://www.acgme.org/acwebsite/portfolio/cbpac_faq.pdf
 AAMC: http://aamcgir.pbworks.com/w/page/1190507/E-portfolio%20Work%20Group%20Charge
 Andre, K. (2010). E-portfolios for the aspiring professional. Collegian, 17, 119-124.
 Bennett, EE. (2009). Virtual HRD: The Intersection of Knowledge Management, Culture, and Intranets. Advances in Developing Human
Resources, 11(3), 362-374.
 Bennett, EE & Bierema, LL (2010). The Ecology of Virtual Human Resource Development. Advances in Developing Human Resources 12(6), 632-647.
 Bennett, EE, Blanchard, RD, & Fernandez, GL. (2011). Knowledge Sharing in Academic Medical Centers: Exploring the Nexus of Higher Education and
Workforce Development. In V.C.X. Wang’s (Ed.), Encyclopedia of E-Leadership, Training, and Counseling. Hershey, PA: IGI Global.
 Davis, N. L., Myers, L., & Myers, Z. E. (2010). Physician eportfolios: The missing piece for linking performance with improvement. The American Journal
of Managed Care, 16(special issue), sp57-sp61.
 Foulkes, J., Scallan, S., Coles, C., & Elmer, R. (2011). Observations on the case for reclaiming portfolio log entries as assessments for learning.
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 Johnson, G., Barrett, J., Jones, M., Parry, D., & Wade, W. (2008). Feedback from educational supervisors and trainees on the implementation of curricula
and the assessment system for core medical training. Clinical Medicine, 8(5), 484-489.
 Jones, O., Saunders, H., & Mires, G. (2010). The e-learning revolution in obstetrics and gynaecology. Best Practice & Research Clinical Obstetrics and
Gynaecology, 24, 731-746. doi: 10.1016/j.bpobgyn.2010.04.009
 Lewis, K. O., & Baker, R. C. (2007). The development of an electronic educational portfolio: An outline for medical education professionals. Teaching and
Learning in Medicine, 19(2), 139-147.
 Makris, J., Curtis, A., Main, P., & Irish, B. (2010). Consultants’ attitudes to the assessment of GP specialty trainees during hospital placements. Education
for Primary Care, 21(4), 236-242.
 McNeill, H., Brown, J. M., & Shaw, N. J. (2010). First year specialist trainees’ engagement with reflective practice in the e-portfolio. Advances in Health
Science Education, 15, 547-558. doi: 10.1007/s10459-009-9217-8
 Rao, S., Swartz, A., Obeid, L., Rao, S., Whitehouse, S., Horst, M., Butler, J., Kinnen, R., Shepard, A., & Rubinfeld, I. (2010). E-portfolio competency
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 Ruiz, J. G., Qadri, S. S., Karides, M., Castillo, C., Milanez, M., & Roos, B. A. (2009). Fellows’ perceptions of a mandatory reflective electronic portfolio in a
geriatric medicine fellowship program. Educational Gerontology, 35, 634-652. doi: 10.1080/03601270902977360
 Strong, D. (2007). The e-portfolio. Emergency Medicine Journal Supplement, July, 2.