119 Polarity map | 5 Figure 3 The action steps and early warnings that were proposed during the stakeholder session are provided in the table at the centre of the figure. Information about the revisions of action steps and early warnings by the first researcher are provided in the boxes surrounding the table. Accountability Learner agency Action steps • Evaluate competence periodically. • Provide information on portfolio use: ∘ Why is the portfolio used? ∘ What is expected? ∘ What is assessed? And what is not? • Acknowledge and discuss the tensions between portfolio purposes. • Faculty/supervisors actively engage with the portfolio and guide learners during the completion of learning cycles. • The portfolio is user-friendly, easily accessible and provides learners with the opportunity to deliver content in a personalised way that corresponds with clinical practice. • The portfolio contains tools that focus on awareness of learning. • Learners feel less motivated to engage with the portfolio, due to the many requirements of the portfolio. • Complaints of learners and supervisors about the portfolio. • There is little documentation in the portfolio. • There is little documentation in the portfolio. • Faculty/supervisor struggle to understand the portfolio documentation of learners. • Comments are made about the portfolio during visitations/inspections of the training programme. • The learning process is taking place outside the portfolio. Early warnings Adjusted Not distinctive, not concrete Motivational problems were also mentioned as one of the fears of this pole and the formulation was considered too general to observe. Instead, concrete behavior that could indicate a lack of motivation was formulated: ‘learners only perform portfolio activities that are requested by faculty’. Removed Not concrete This early warning was considered too di cult to observe in actual practice. Removed Not distinctive User-friendliness and ease of access of the portfolio were also considered imperative to accommodate accountability. Removed Not distinctive The participants of the stakeholder session had included this early warning for both poles of the polarity. Moreover, the participants mentioned a variety of other problems that could result in limited portfolio documentation: Faculty member 1: “That [limited documentation] can indicate.. er.. an inferior learning process, but also…” Team leader: “Avoidance, for example.” Docent 1: “Yes, but it can also be that someone just doesn’t knowwhat to do. Or that the portfolio.. er.. doesn’t suit that person.”
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