Dr. Craig Campbell and Dr. Jamie Meuser's presentation at the 2015 IAMRA Revalidation Symposium

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SESSION FACULTY
DR. CRAIG CAMPBELL
DR. JAMIE MEUSER
OCTOBER 29, 2015
HOW CAN EPORTFOLIOS CONTRIBUTE TO
THE REVALIDATION EFFORTS AND SUPPORT
THE CONTINUING COMPETENCE OF THE
PROFESSION?

2. CONFLICT OF INTEREST DECLARATION
Craig Campbell
I am a full-time Director with the Royal College of
Physicians and Surgeons of Canada
I have no relationships with commercial interests to
disclose
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3. CONFLICT OF INTEREST DECLARATION
Jamie Meuser
I am a full-time Executive Director with the College of
Family Physicians of Canada
I have no relationships with commercial interests to
disclose
3

4. OBJECTIVES FOR THIS SESSION
To enable participants to:
•Describe the types and purposes of portfolios used
to support CPD of physicians.
•Discuss which aspects of physician ePortfolios
contribute to the goals and intent of revalidation.
•Discuss elements of implementation that will be
important determinants of successful utilization.
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5. WHAT IS AN E-PORTFOLIO?
An ePortfolio is:
“a purposeful aggregation of digital items – ideas,
evidence, reflections, feedback which ‘presents’ a
selected audience with a person’s learning and/or
ability” Sutherland et al 2007

6. A TAXONOMY OF PORTFOLIO TYPES
Assessment portfolios
– demonstrate achievement of curricular objectives,
support feedback and assessment of specific
achievements.
In CPD – achievements include knowledge, skills,
performance, practice improvements, health outcomes
Showcase portfolios
– select, collect and display one’s best work. A
record of personal development and achievement
that is dynamic over time. A ‘virtual’ CV.

7. A TAXONOMY OF PORTFOLIO TYPES (CONTINUED)
Development portfolios
– plan and keep track of one’s own learning
activities & personal development plans
Reflective portfolios
– reflect on experiences, activities, critical
incidents to ‘make sense’ of one’s work
Van Tartwijk, Driessen 2004
Key issue: Which portfolio types are applicable
to supporting physicians to demonstrate their
continuing competence?

8. EPORTFOLIO FUNCTIONALITY
1. Capturing (recording) or storing evidence
-Activities, outcomes, professional achievements,
practice improvements.
1. Reflection: including “in action” and “on action”
2. Giving & receiving feedback: formative and
summative

9. EPORTFOLIO FUNCTIONALITY (CONTINUED)
4. Planning & setting goals: personal or organizational
5. Fostering collaboration – within and across teams,
communities
6. Presenting (reporting) evidence to a specific
audience
Key issue: Which of these functions would be most useful to
supporting achievement and/or
demonstration of continuing competence from
your perspective?

10. THE EVOLUTION OF EPORTFOLIOS
From technological tools to… track participation of
learning activities or experiences, to… personal
learning spaces
oLearner controls what to store, retrieve, display
oSupports recording, reflection, peer review and
action-planning.
oProvides evidence for professional standards;
appraisal; and career advancement – over time
Key issue: Does this transition enhance or detract from the
applicability of ePortfolios to supporting continuing
competence of physicians?

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12. WHAT ARE THE ADVANTAGES TO THE
DEVELOPMENT OF WEB-BASED EPORTFOLIOS?
Web-based portfolios are able to:
1.Meet the needs of an individual learner, program
or system
o Flexible
o Adaptable
2. Integrate with/across various IT platforms
o Support data exchange
o Access learning resources / scientific databases
o Access assessment tools or assessment data

13. WEB-BASED PORTFOLIOS
ADVANTAGES
3. Promote critical reflection on experiences to
enable learning, professional development and
‘progression of competence’ towards expertise:
o Over time
o Regardless of context, specialty or scope of
practice!
o Across all dimensions of practice
3. Support real-time feedback on achievement
from peers, supervisors, mentors
o Individual competences
o Performance / EPAs

14. HOW CAN EPORTFOLIOS SUPPORT LEARNING?
1. Tools to create plans and set goals:
o Address identified needs
o Achieve specific goals
o Track progression of competencies
1. Templates to capture records and store
evidence
o Personal and professional development.
o Learning activities and experiences.
o Achievements and practice improvements.

15. EPORTFOLIOS AS SUPPORTS FOR LEARNING
3. Tools to support reflection / reflective practice:
o “in action” or “in the moment”
o “on action”: lessons from experiences
o “for action”: for translation or application in the
future
3. Capacity to promote communities of practice
o Within and across teams,
o On-line communities

16. HOW CAN EPORTFOLIOS SUPPORT ASSESSMENT?
1.Assessment for continuous improvement (formative)
o Integration of educational support, coaching or
mentoring strategies
o Making ‘sense’ of data through giving & receiving of
feedback
o Development of action plans
1.Assessment against external measures (summative)
o Performance measures
o Milestones / EPAs
o Others?

17. E-PORTFOLIOS FOR REVALIDATION
The ability to:
1.Document professional learning and its impact
on practice
 What learning activities were completed?
 What questions were pursued?
 What assessments of competence / performance were
completed and with what outcomes?
 What actions or improvements were initiated?
 What elements of practice were improved?
 What health outcomes were achieved?

18. E-PORTFOLIOS FOR REVALIDATION
The ability to:
2.Align learning activities with:
Personal learning plans or goals
Competencies for practice
Scope of practice elements
Autonomy Accountability

19. E-PORTFOLIOS FOR REVALIDATION
The ability to:
3.Demonstrate the achievement of
Important education outcomes:
 Competence and performance improvement
 Practice enhancements
Meaningful clinical outcomes:
 Health outcomes of patients
 Improvements to the health system

20. DISCUSSION QUESTIONS
1. Which Portfolio types are applicable to supporting
physicians to demonstrate their continuing competence?
2. Which ePortfolio functions would be most useful to
supporting achievement and/or demonstration of
continuing competence?
3. Does the transition to ‘personal learning spaces’
enhance or detract from the applicability of ePortfolios
to supporting continuing competence of physicians?

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