PORTFOLIO-BASED LEARNING AND GENERAL-PRACTICE VOCATIONAL-TRAINING

This action research project developed a portfolio-based learning syst em, based around a 'log diary', with the trainers and general practiti oner registrars of one training region in the UK. For those that found benefit from the system, the diary became an important way of holding all the events of a training year together; a way of looking back, in order to view the progress made, and looking forward, to view potenti al learning needs. Such portfolios were not found to be effective form al assessment mechanisms because the threat of assessment influenced t he type of material collected. The enthusiasm of trainers was crucial in encouraging use of the model. The action research process was funda mental in stimulating exploration of ideas on reflective learning. The re remains some resistance to the idea of reflective writing, and in t his context, portfolios may be one educational tool for use by some, b ut which may not be universally applicable. Their development and impl ementation requires considerable local support through facilitation.