Development of an ePortfolio Model to Support Professional Identity Formation-Reference-Cited by-同舟云学术

Development of an ePortfolio Model to Support Professional Identity Formation

Published:2023-01-05 Issue:2 Volume:75 Page:73-80
ISSN:0882-696X
Container-title:The Guthrie Journal
language:en
Short-container-title:The Guthrie Journal

Author:

Fortner-Buczala Eleanor¹,Patel Krishani¹,Dearborn Makayla¹,Schmude Michelle²,Adonizio Tanja³,White Mark⁴

Affiliation:

1. Third-year medical students at Geisinger Commonwealth School of Medicine, Scranton, Pennsylvania, United States;

2. Associate Dean for Admissions, Enrollment Management, and Financial Aid; Associate Professor of Medical Education, Department of Medical Education, Geisinger Commonwealth School of Medicine, Scranton, Pennsylvania, United States;

3. Associate Dean for Student Affairs and Assistant Professor of Medicine, Department of Medical Education, Geisinger Commonwealth School of Medicine, Scranton, Pennsylvania, United States;

4. Vice Chair for the Department of Medical Education and Professor of Epidemiology, Geisinger Commonwealth School of Medicine, Scranton, Pennsylvania, United States

Abstract

Background: Professional identity formation (PIF) fosters professionalism, which is 1 of 6 core competencies identified by the Accreditation Council for Graduate Medical Education and is a foundational part of medical education. Medical students who pursue longitudinal integration of their learnings with self-reflection and faculty feedback are likely to successfully develop the skills involved in PIF. Assessing matriculating medical students' understanding of PIF, its utility in their own development as physicians, and their knowledge in the use of an ePortfolio to support longitudinal professional growth provided the foundation used to develop ePortfolio models through the Delphi method. Methods: The key components addressed were organization, ease of use, and the ability to reflect and to track professional growth and program requirements. Results: Through this process, an optimal ePortfolio was identified and deployed in the Geisinger Commonwealth School of Medicine curriculum. Conclusion: We hypothesize that ePortfolios integrated into the curriculum and grounded in reflection and feedback can support professional education and the development of PIF.

Publisher

University of Toronto Press Inc. (UTPress)

Link

https://utpjournals.press/doi/pdf/10.3138/guthrie-2023-08-04

Reference12 articles.

1. Amending Miller’s Pyramid to Include Professional Identity Formation

2. The use of portfolios to foster professionalism: attributes, outcomes, and recommendations

3. The formation of professional identity in medical students: Considerations for educators

4. Competency Is Not Enough

5. Adonizio T, Joyce J, Schmude M. Design thinking as a framework for the creation of an ePortfolio to promote and assess the professionalism competency. Paper presented at: Annual Meeting of the Association of American Colleges and Universities; January 2018; Washington, DC.