70 | Chapter 3 Discussion Portfolios are implemented to foster SRL of medical students and trainees, as SRL is considered an essential skill for those studying and/or working in the clinical setting.13,14,48 It is expected that documenting reflections, learning goals and plans in a portfolio, stimulates the occurrence and depth of these SRL processes.2,49,50 In addition, it is assumed that portfolio documentation, in which these reflections and learning goals are stored together with feedback from third parties, can help learners to self-assess their performance51,52 and with that offers the information needed to monitor one’s own Table 3 Continued. Criterium from the codebook How many portfolios fulfilled the criterium (%) N = 90 Feedback Supervisor 15. Focus Did the feedback provided have an appropriate focus? 87.8% (n = 79) 16. Purpose Was the feedback provided in line with the purpose of the specific form? 73.3% (n = 66) 17. Source Were the criteria/source upon which the feedback was based clear? 57.8% (n = 52) 18. Level Did the feedback provided give insight in the level the trainee must attain? 33.3% (n = 30) Goal-Setting and Planning 20. Specificity Were the formulated learning goals specific? 44.4% (n = 40) 21. Proximity Were the formulated learning goals proximal (≤4 months)? 23.3% (n = 21) 22. Congruence Were the formulated learning goals in congruence with each other? 87.8% (n = 79) 23. Challenging Were the formulated learning goals challenging? 97.8% (n = 88) 24. Origin Were the formulated learning goals of a personal origin? 64.4% (n = 58) Monitoring 25. Monitoring Did the portfolio show signs of monitoring? 74.4% (n = 67) NB: The numbers in front of the criteria correspond to the item numbers of the codebook (Appendix A). The codebook describes the instructions used to decide if the criteria were met.
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