68 | Chapter 3 Learning goals and plans were specific in less than half (44,0%) of the portfolios, mainly because motives for the learning goals (‘why’) and a time or place indication (‘when’ and ‘where’) were missing. Trainees were able to formulate learning goals that are compatible with each other (87.8% of the portfolios) and they chose challenging goals to work with (97.8%). Almost two thirds of the portfolios contained learning goals with a personal origin. Notably, a number of learning goals appeared in numerous portfolios, for example, the placement of an intrauterine device and dealing with polypharmacy. Signs of monitoring were present in three-quarters of the portfolios (74.4%). However, in one-third of these cases (24 of 67) the monitoring behaviour was limited, i.e. monitoring was mostly restricted to a feedback request, via a Mini-CEX, that related to one of the learning goals. In more elaborate cases of monitoring, trainees also noted the progress on learning goals, or adapted their original plans for goal attainment. In general, the themes and topics discussed in the feedback of teachers and reflections of trainees were unrelated to other components of the portfolio, such as the learning goals of trainees.
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