AIMS: To find out to what extent The "Reflective Practice Guide" (RPG) (a semi-structured Portfolio guide) has been implemented in a Spanish Family Medicine Vocational Training Region (Unidad Docente Provincial) and the opinions of trainees and trainers after using it in actual conditions. DESIGN: Cross-sectional study SETTING: A Provincial Family Medicine Teaching Unit (a Spanish Vocational Training Region). PARTICIPANTS: 43 trainers and 70 residents (trainees). METHODS: The participants carried out a formative assessment for 12 months on the competency areas described in the RPG. The information was collected by means of specific card notes. Trainers and Trainees filled in an ad hoc survey. RESULTS: The trainees carried out 295 (80%) tasks and reflections out of those recommended in the GPR. First and third year trainees completed 81/108 (75%) and 65/108 (60%) of the tasks, respectively. Trainees and trainers considered that the new method is useful for reflecting on clinical practice, for knowing their own competencies better and for strengthening the trainer-trainee relationship. CONCLUSIONS: The GPR is a formative tool that trainees carried out with their trainers even to a greater extent than that recommended by the GPR. Both groups perceive this tool as useful for effectively reflecting the trainees practice and for strengthening their relationship.
AIMS: To find out to what extent The "Reflective Practice Guide" (RPG) (a semi-structured Portfolio guide) has been implemented in a Spanish Family Medicine Vocational Training Region (Unidad Docente Provincial) and the opinions of trainees and trainers after using it in actual conditions. DESIGN: Cross-sectional study SETTING: A Provincial Family Medicine Teaching Unit (a Spanish Vocational Training Region). PARTICIPANTS: 43 trainers and 70 residents (trainees). METHODS: The participants carried out a formative assessment for 12 months on the competency areas described in the RPG. The information was collected by means of specific card notes. Trainers and Trainees filled in an ad hoc survey. RESULTS: The trainees carried out 295 (80%) tasks and reflections out of those recommended in the GPR. First and third year trainees completed 81/108 (75%) and 65/108 (60%) of the tasks, respectively. Trainees and trainers considered that the new method is useful for reflecting on clinical practice, for knowing their own competencies better and for strengthening the trainer-trainee relationship. CONCLUSIONS: The GPR is a formative tool that trainees carried out with their trainers even to a greater extent than that recommended by the GPR. Both groups perceive this tool as useful for effectively reflecting the trainees practice and for strengthening their relationship.
Authors: Erik W Driessen; Jan van Tartwijk; Karlijn Overeem; Jan D Vermunt; Cees P M van der Vleuten Journal: Med Educ Date: 2005-12 Impact factor: 6.251
Authors: Roger Ruiz Moral; C Aguado; M Amian; F Baena; J M Bueno; M J Fernández Fernández; M A Fernández; J A Fernández; S Gascón; J Gavira; J González Lama; A Hidalgo; C López Casaseca; J Martínez de la Iglesia; J Merino; J Mínguez; M Muñoz; C Ortega Millán; L Pérula de Torres; R Del Pozo; J Ruiz Moruno; P Serrano; F Sierra Duque; A Yun Journal: Aten Primaria Date: 2007-09 Impact factor: 1.137