122 | Chapter 5 the polarity map®, we realised that some of the remaining action steps could also be considered important to both poles (e.g. provision of information, acknowledgment and discussion of tensions). Nevertheless, as we wanted to do justice to the suggestions of the participants of the stakeholder session, we decided to make no further alterations to the polarity map® than those shared with the participants directly after the session. Conclusions Portfolio use in medical training has the potential to serve various purposes. However, in educational practice it appears to be difficult to maintain a balance between the different purposes of a portfolio, as the interrelatedness between the purposes can cause tensions. We considered accountability and learner agency as an important overarching polarity that can explain a multiplicity of tensions related to portfolio use. Polarity thinkingTM has allowed us to propose action steps and early warnings that can help to balance accountability and learning agency. Most importantly, an awareness of the interdependency between this polarity is essential to support multiple purposes with one portfolio.
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