61 Content analysis | 3 Trainees share their portfolio with teachers, supervisors and heads of the GP Training Institute. Every four months, teachers and supervisors assess competency development (via a Compass-form, see Table 1), and provide their advice on advancement in the portfolio. Besides that, the portfolio content is used to inform the annual summative progress decision made by the head of the GP Training Institute. For this, the portfolios also contain the results of mandatory progress tests and video-assessments of doctor- patient communications. Trainees have access to technical instructions of the portfolio and the (programmatic) assessment procedures of their institute, which are derived from the national assessment protocol. Procedure A mirror version of the actual portfolio database was constructed. In this mirror database anonymous portfolios of trainees from three institutes were stored, from introduction of the portfolio (2013) to the end of March 2018. The folder containing personal documents could not be anonymised, therefore, only the pre-structured forms were transferred to the mirror database. Records containing data of users other than trainees, such as administrators, were excluded from analyses. The database also consisted of portfolios that were not (appropriately) used due to e.g. trainees transferring to another institute or dropping-out. To exclude these portfolios, absence of any Compass-form (an obligatory form that needs to be completed three times a year, see Table 1) was used as exclusion criterion. All portfolios (N=128) without a Compass-form were excluded. In addition, portfolios of trainees that were already in their second- or third year during implementation of the portfolio were excluded, as these trainees in many cases kept using their old paper portfolio alongside the portfolio (N=112). This resulted in a final dataset consisting of 1,022 portfolios. To consider differences in duration of training between trainees, the duration of portfolio use was specified for all portfolios by calculating the difference between March 2018 and the date the specific portfolio was created. This duration was used to assign the portfolios into three cohorts, which globally represented the three years of specialty training. Design This study was conducted in two phases using quantitative measures. The first phase, was carried out to provide descriptive statistics of the use of pre-structured forms of the 1,022 included portfolios. During the second phase, a quantitative content analysis was performed to rate the manifestation of the included SRL processes in the content of ninety portfolios. These ninety portfolios were selected using stratified random sampling, to ensure that the three institutes and three years of specialty training were equally represented in the sample. It was decided within the research team to select ten portfolios per group
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