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149 Discussion | 7 References 1. Van Tartwijk J, Driessen EW. Portfolios for assessment and learning: AMEE Guide no. 45. Med Teach. 2009;31(9): 790-801. doi:10.1080/01421590903139201 2. Siddaiah-Subramanya M, Nyandowe M, Zubair O. Self-regulated learning: why is it important compared to traditional learning in medical education?. Adv Med Educ Pract. 2017;8:243-246. doi:10.2147/AMEP.S131780 3. van Houten-Schat MA, Berkhout JJ, van Dijk N, Endedijk MD, Jaarsma ADC, Diemers AD. Self-regulated learning in the clinical context: a systematic review. Med Educ. 2018;52(10):1008-1015. doi:10.1111/medu.13615 4. Colbert CY, Ownby AR, Butler PM. A review of portfolio use in residency programs and considerations before implementation. Teach Learn Med. 2008;20(4):340-345. doi:10.1080/10401330802384912 5. Tochel C, Haig A, Hesketh A, et al. The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No 12. Med Teach. 2009;31(4):299-318. doi:10.1080/01421590902883056 6. Hrisos S, Illing JC, Burford BC. Portfolio learning for foundation doctors: early feedback on its use in the clinical workplace. Med Educ. 2008;42(2):214-223. doi:10.1111/j.1365-2923.2007.02960.x 7. Vance G, Williamson A, Frearson R, et al. Evaluation of an established learning portfolio. Clin Teach. 2013;10(1):2126. doi:10.1111/j.1743-498X.2012.00599.x 8. Vance GHS, Burford B, Shapiro E, Price R. Longitudinal evaluation of a pilot e-portfolio-based supervision programme for final year medical students: views of students, supervisors and new graduates. BMCMed Educ. 2017;17(1):141. doi:10.1186/s12909-017-0981-5 9. De Swardt M, Jenkins LS, Von Pressentin KB, Mash R. Implementing and evaluating an e-portfolio for postgraduate family medicine training in the Western Cape, South Africa. BMC Med Educ. 2019;19(1):251. doi:10.1186/s12909-019-1692-x 10. Tailor A, Dubrey S, Das S. Opinions of the ePortfolio and workplace-based assessments: a survey of core medical trainees and their supervisors. Clin Med (Lond). 2014;14(5):510-516. doi:10.7861/clinmedicine.14-5-510 11. Foucault ML, Vachon B, Thomas A, Rochette A, Giguère CÉ. Utilisation of an electronic portfolio to engage rehabilitation professionals in continuing professional development: results of a provincial survey. Disabil Rehabil. 2018;40(13):1591-1599. 12. Pearson DJ, Heywood P. Portfolio use in general practice vocational training: a survey of GP registrars. Med Educ. 2004;38(1):87-95. doi:10.1111/j.1365-2923.2004.01737.x 13. Driessen E, van Tartwijk J, van der Vleuten C, Wass V. Portfolios in medical education: why do they meet with mixed success? A systematic review. Med Educ. 2007;41(12):1224-1233. doi:10.1111/j.1365-2923.2007.02944.x 14. Heeneman S, Driessen EW. The use of a portfolio in postgraduate medical education - reflect, assess and account, one for each or all in one?. GMS J Med Educ. 2017;34(5):Doc57. doi:10.3205/zma001134 15. Kjaer NK, Maagaard R, Wied S. Using an online portfolio in postgraduate training. Med Teach. 2006;28(8):708712. doi:10.1080/01421590601047672 16. DriessenE. Portfoliocritics: dotheyhaveapoint? MedTeach. 2009;31(4):279-281. doi:10.1080/01421590902803104 17. Belcher R, Jones A, Smith L-J, et al. Qualitative study of the impact of an authentic electronic portfolio in undergraduate medical education. BMCMed Educ. 2014;14(1):265. doi:10.1186/s12909-014-0265-2. 18. Pereira EA, Dean BJ. British surgeons’ experiences of a mandatory online workplace based assessment portfolio resurveyed three years on. J Surg Educ. 2013;70(1):59-67. doi:10.1016/j.jsurg.2012.06.019 19. Watling C, Ginsburg S, LaDonna K, Lingard L, Field E. Going against the grain: An exploration of agency in medical learning. Med Educ. 2021;55(8):942-950. doi:10.1111/medu.14532 20. Frost HD, Regehr G. “I am a doctor”: negotiating the discourses of standardization and diversity in professional identity construction. Acad Med. 2013;88(10):1570-1577. doi:10.1097/ACM.0b013e3182a34b05 21. Schut S, Maggio LA, Heeneman S, van Tartwijk J, van der Vleuten C, Driessen E. Where the rubber meets the road - An integrative review of programmatic assessment in health care professions education. Perspect Med Educ. 2021;10(1):6-13. doi:10.1007/s40037-020-00625-w 22. Amsellem-Ouazana D, Van Pee D, Godin V. Use of portfolios as a learning and assessment tool in a surgical practical session of urology during undergraduate medical training. Med Teach. 2006;28(4):356-359. doi:10.1080/01421590600628100 23. Berger E, Shouldice M, Kuper A, Albert M. The CanMEDS portfolio: a tool for reflection in a fellowship programme. Clin Teach. 2011;8(3):151-155. doi:10.1111/j.1743-498X.2011.00463.x

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