51 Realist review | 2 Study aim Study design, methods Rigour evaluationa,b Evaluation of the portfolio used. Quantitative design, Questionnaire. 1 2 3 Evaluation of the portfolio used. Qualitative design, Questionnaire. 1 2 3 Exploration of the factors that trigger refection and why documented evidence does not always encapsulate practice. Qualitative design, Semi-structured interviews. 1 2 3 Gaining insight into the perspectives of students concerning portfolio learning. Mixed methods design, Feedback was used to compose a questionnaire. 1 2 3 Evaluation of students’ perceptions of the effectiveness of portfolios in developing reflective practice. Mixed methods design, Content analysis and questionnaire. 1 2 3 Understanding trainees’ Feedback Seeking Behaviours in the context of an e-portfolio. Qualitative design, Semi-structured interviews. 1 2 3 Investigation of the presence of professional competence in students’ reflections and an evaluation of students’ satisfaction with the portfolio. Mixed methods design, Content analysis and questionnaire. 1 2 3 Evaluation of the portfolio used. Mixed methods design, Questionnaire. 1 2 3 Exploration of the experiences of trainees and supervisors concerning the learning portfolio. Mixed methods design, Interviews were used to compose a questionnaire. 1 2 3 Exploration of the views of registrars and supervisors regarding the portfolio’s educational impact, acceptability, and perceived usefulness for assessment of competence. Qualitative design, Semi-structured interviews. 1 2 3 Establishing engagement with the portfolio and in particular whether users found the portfolio acceptable and practical to complete, useful for learning, and useful for summative assessment purposes. Mixed methods design, Questionnaire. 1 2 3 Exploration of how trainees perceived the use of an online portfolio and how it affected their learning. Mixed methods design, Questionnaire. 1 2 3 Evaluation of the portfolio used. Qualitative design, Semi-structured interviews. 1 2 3 Finding out to what extent portfolio learning was useful and acceptable to trainers and GP registrars Qualitative design, Action research. 1 2 3
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