111 Polarity map | 5 either-or solution, one should opt for a both-and approach, i.e. to find a balance in which both poles can co-exist.17,18 In order to reach such a balance, a polarity map® is composed through a step-by-step approach. Figure 1 shows the polarity map® with a description of its different components. Study context This paper is part of a research project that studied the use of portfolios for the support of SRL within the Dutch General Practitioner (GP) specialty training. During this project a realist literature review,23 portfolio content analysis24 and qualitative focus group study were conducted. The results of these studies informed the formulation of the polarity map® that is described in this paper. We would like to highlight the focus group study, as especially the results of that study were an important source for our discussions and decisions during the process of polarity map® building. During this study we organised nine focus groups to gather the perspectives on portfolio use of trainees, supervisors and faculty from three different Dutch GP training institutes. The polarities included in this paper were discussed during the different focus groups. Study procedure Govaerts et al. described a step-by-step approach to formulate a polarity map®, that aligns with the principles and instructions of the polarity thinkingTM framework.17,22 Four members of the research team (RG, BT, SH, NS) performed these steps to chart a polarity map® for the use of multipurpose portfolios in medical training. As described by the approach of Govaerts et al., stakeholders were involved during the third step of the process.17 The other members of the research team (JM, MS, AT) were involved on a consultation basis; they were regularly asked for their ideas and feedback. Step 1: Seeing This step entails the appraisal of the polarities present in a specific setting. The polarity thinkingTM framework suggests the following two actions, in order to identify possible polarities: ‘1. Think about some essential issues present within your organization: a. What are the most exciting possibilities? b. What are the most difficult, chronic problems? 2. Define what the organization is or should be moving FROM … and is or should be moving TO…’22 However, as our educational setting differed from an organisational setting we slightly modified these two actions. First, we formulated issues of multipurpose portfolio use that had been identified during the other studies of this research project, thereby describing
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