Evaluation of Reflective Learning from the E-Portfolio of Pgy Trainee.

Reflection in relation to learning is described by John Dewey in his book “How we think” . Reflection differed from other sorts of thinking because it was initiated by a sense of unease in the learner when they realized that their knowledge was incomplete or inaccurate. Reflection enable trainee to take their learning to a deeper level and have a definite outcome. It seems that reflective learning is helpful to medical trainees in their maturation and improvement. However, Moon suggests that reflection appears to be intimately related to learning, yet the literature that links reflection to learning is sparse or lacking in detail. This description indicates that it is difficult to evaluate the result and outcome of reflective learning. Some research has been trying to evaluate medical students with reflection on specific themes. PGY trainees are the connection between medical students and clinical doctors. The portfolios of PGY trainees record all of their learning process. Several sections in portfolio are related to reflective learning. Since our hospital is trying to shift the portfolio of trainees from paper base to electronic base, we would also like to see if the reflective writing in the e-portfolio is helpful for the trainees in their clinical learning. Purposes of research: To see if e-portfolio is able to record and reflect the results of reflective learning of PGY trainee, also to compare their performance in their 1st year residency. Hypothesis of research: We assume that the e-portfolio is capable of recording and reflecting the results of reflective learning of PGY trainees. The results will be assessed by clinical teachers. If the results are good, we will compare the results with the performance in the 1st year residency. Materials and methods: In the first year, we will enroll the PGY trainees in our hospital. The “medical ethics and legislation report”, “medical care quality report”, “personal development report”, and “significant event analysis” are sections related to reflective learning in their e-portfolio. The clinical teachers will have a consent meeting about the evaluation of reports. The feedback and scoring of the reports will be recorded. Questionnaire will be given to PGY trainees. The results will be analyzed for the outcome of reflective learning. On the second year, PGY trainees that remain to be residents will be followed up in their objective assessments, such as MiniCEX, DOPS, and 360 degrees assessment. The results will be compared with the results of previous year to see if they are matched or improved. Expected results: We expect the results will be helpful in train our young doctors becoming fully qualified of the core competencies of ACGME. The results will also provide some suggestion to our clinical teachers for their future improvement in teaching.

Project ID:PF10307-1669
External Project ID:MOST103-2511-S182-004