How to use polarity thinking <sup>TM</sup> to manage tensions between accountability and learner agency when using a multipurpose portfolio?-Reference-Cited by-同舟云学术

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How to use polarity thinking ^TM to manage tensions between accountability and learner agency when using a multipurpose portfolio?

Published:2024-05-19 Issue: Volume: Page:1-10
ISSN:1473-9879
Container-title:Education for Primary Care
language:en
Short-container-title:Education for Primary Care

Author:

van der Gulden R.¹^ORCID,Thoonen B.P.A.¹^ORCID,Heeneman S.²^ORCID,Muris J.W.M.³^ORCID,Sagasser M.H.⁴,Timmerman A.A.³^ORCID,Scherpbier-de Haan N.D.⁵^ORCID

Affiliation:

1. Department of Primary and Community Care, Radboud University Medical Center, Nijmegen, the Netherlands

2. Department of Pathology, Maastricht University, Maastricht, the Netherlands

3. Department of Family Medicine, Maastricht University, Maastricht, the Netherlands

4. Network of GP Specialty Training Institutes, Utrecht, the Netherlands

5. Department of General Practice and Elderly Care Medicine, University Medical Centre Groningen, Groningen, the Netherlands

Funder

reported there is no funding associated with the work featured

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/14739879.2024.2335610

Reference41 articles.

1. The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No 12

2. The educational effects of portfolios on undergraduate student learning: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11

3. Toward a definition of competency-based education in medicine: a systematic review of published definitions

4. Assessing professional competence: from methods to programmes

5. Portfolios for assessment and learning: AMEE Guide no. 45

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