Professional portfolios used by Canadian occupational therapists: How can they be improved?
Professional portfolios are widely used in continuing professional development (CPD), despite limited evidence of their effectiveness for improving practice and professional competence. Occupational therapy regulatory organizations in Canada have implemented professional portfolios as tools that s...
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Western Michigan University
2016-07-01
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doaj-b311ca0df1394a8e859b19870f0db4332020-11-24T23:52:36ZengWestern Michigan University Open Journal of Occupational Therapy 2168-64082168-64082016-07-014310.15453/2168-6408.1280Professional portfolios used by Canadian occupational therapists: How can they be improved?Brigitte Vachon0Annie Rochette1Aliki Thomas DrWelove Foucar DesormeauxAi-Thuy HuynhUniversité de MontréalUniversité de MontréalProfessional portfolios are widely used in continuing professional development (CPD), despite limited evidence of their effectiveness for improving practice and professional competence. Occupational therapy regulatory organizations in Canada have implemented professional portfolios as tools that support engagement in CPD. To advance research and practice on the use of portfolios, we conducted a critical analysis of their format, content, and embedded learning process. This paper aims to describe and compare the portfolios’ characteristics when they are used as a tool to facilitate engagement in CPD. A document review approach was used to analyze documents describing continuing competence programs and portfolios and to compare their characteristics. Data was retrieved from documents using a coding scheme and content was compared to the literature. In Canada, seven out of 10 regulatory organizations have implemented a portfolio. They are similar in their content and proposed self-directed learning approach. Their strength is that they all promote self-assessment, reflection, and development of a CPD plan. However, the tools provided can be improved to help engage in more genuine reflection and integration of learning into practice. Our review of the content, tools, and proposed learning process of portfolios revealed avenues for improvement and future research. http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1280&context=ojotself-directed learningcontinuing educationprofessional developmentreflection |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Brigitte Vachon Annie Rochette Aliki Thomas Dr Welove Foucar Desormeaux Ai-Thuy Huynh |
spellingShingle |
Brigitte Vachon Annie Rochette Aliki Thomas Dr Welove Foucar Desormeaux Ai-Thuy Huynh Professional portfolios used by Canadian occupational therapists: How can they be improved? Open Journal of Occupational Therapy self-directed learning continuing education professional development reflection |
author_facet |
Brigitte Vachon Annie Rochette Aliki Thomas Dr Welove Foucar Desormeaux Ai-Thuy Huynh |
author_sort |
Brigitte Vachon |
title |
Professional portfolios used by Canadian occupational therapists: How can they be improved? |
title_short |
Professional portfolios used by Canadian occupational therapists: How can they be improved? |
title_full |
Professional portfolios used by Canadian occupational therapists: How can they be improved? |
title_fullStr |
Professional portfolios used by Canadian occupational therapists: How can they be improved? |
title_full_unstemmed |
Professional portfolios used by Canadian occupational therapists: How can they be improved? |
title_sort |
professional portfolios used by canadian occupational therapists: how can they be improved? |
publisher |
Western Michigan University |
series |
Open Journal of Occupational Therapy |
issn |
2168-6408 2168-6408 |
publishDate |
2016-07-01 |
description |
Professional portfolios are widely used in continuing professional development (CPD), despite limited
evidence of their effectiveness for improving practice and professional competence. Occupational therapy
regulatory organizations in Canada have implemented professional portfolios as tools that support
engagement in CPD. To advance research and practice on the use of portfolios, we conducted a critical
analysis of their format, content, and embedded learning process. This paper aims to describe and compare
the portfolios’ characteristics when they are used as a tool to facilitate engagement in CPD. A document
review approach was used to analyze documents describing continuing competence programs and portfolios
and to compare their characteristics. Data was retrieved from documents using a coding scheme and content
was compared to the literature. In Canada, seven out of 10 regulatory organizations have implemented a
portfolio. They are similar in their content and proposed self-directed learning approach. Their strength is that
they all promote self-assessment, reflection, and development of a CPD plan. However, the tools provided can
be improved to help engage in more genuine reflection and integration of learning into practice. Our review of
the content, tools, and proposed learning process of portfolios revealed avenues for improvement and future
research.
|
topic |
self-directed learning continuing education professional development reflection |
url |
http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1280&context=ojot |
work_keys_str_mv |
AT brigittevachon professionalportfoliosusedbycanadianoccupationaltherapistshowcantheybeimproved AT annierochette professionalportfoliosusedbycanadianoccupationaltherapistshowcantheybeimproved AT alikithomasdr professionalportfoliosusedbycanadianoccupationaltherapistshowcantheybeimproved AT welovefoucardesormeaux professionalportfoliosusedbycanadianoccupationaltherapistshowcantheybeimproved AT aithuyhuynh professionalportfoliosusedbycanadianoccupationaltherapistshowcantheybeimproved |
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