Table 1 Description of the different pre-structured e-portfolio forms and their – during design - envisioned supportive value for SRL processes (with ✓ meaning supportive and – meaning no additional support)
From: How is self-regulated learning documented in e-portfolios of trainees? A content analysis
Form | Description | Envisioned support for SRL |
|---|---|---|
Advice on advancement | The form can be used by teachers or supervisors to give advice on the advancement of the trainee. Mandatory | Self-assessment, via:  Reflection -  Feedback ✓ Goal setting & planning - Monitoring ✓ |
Competency Assessment List (Compass) [33] | The Compass asks to rate trainees progress level of the different competences of the CanMEDS. Feedback that explains the ratings should also be provided. Mandatory | Self-assessment, via:  Reflection ✓  Feedback ✓ Goal setting & planning - Monitoring ✓ |
Decision of advancement | The decision as to whether or not the trainee is permitted to advance to the next internship. Mandatory | Self-assessment, via:  Reflection -  Feedback - Goal setting & planning - Monitoring - |
Declaration of competence | On this form, supervisors can declare to what extent the trainee is competent to perform certain tasks independently. Mandatory | Self-assessment, via:  Reflection -  Feedback ✓ Goal setting & planning - Monitoring ✓ |
Internship evaluation | This form should be used by supervisors to evaluate trainees at the end of their internship, stating if the trainee performed (in)sufficiently. Mandatory | Self-assessment, via: Reflection-  Feedback ✓ Goal setting & planning- Monitoring ✓ |
Learning goals and plans | On this form, trainees can formulate their learning goals and the approach that they will take to reach their goals. Feedback and comments can be added at any time. 25 goals can be added on one form. Mandatory | Self-assessment, via:  Reflection-  Feedback ✓ Goal setting & planning✓ Monitoring ✓ |
MAAS-Global rating list [34] | Trainees receive feedback on the communication skills they showed during a consultation. The first part of the list is about phase-specific skills (e.g., opening the conversation). The second part rates general communication skills. The items are scored on a 7-point Likert scale. Optional | Self-assessment, via:  Reflection-  Feedback ✓ Goal setting & planning- Monitoring ✓ |
Mini-CEX [35] | Trainees select an activity or skill that was observed in daily practice, and describe which aspects they would like to receive feedback on. The supervisor gives feedback according to the CanMEDS competencies. Subsequently, trainees are asked to reflect on this feedback. Optional | Self-assessment, via:  Reflection✓  Feedback ✓ Goal setting & planning- Monitoring ✓ |
Registration of shifts | Trainees must register their mandatory out of hours shifts in the e-portfolio. Mandatory | Self-assessment, via:  Reflection-  Feedback - Goal setting & planning- Monitoring ✓ |
Report on appraisal interview | After every appraisal interview, trainees write a report about their experience with regard to the interview. Mandatory | Self-assessment, via:  Reflection✓  Feedback - Goal setting & planning- Monitoring ✓ |
Request for feedback | Trainees can formulate a topic on which they would like to receive feedback from their teacher/supervisor or a colleague. The form is, thereafter, sent to this person, so that the feedback can be provided. Subsequently, trainees are asked to reflect on this feedback. This form was introduced in 2016. Optional | Self-assessment, via: Reflection✓  Feedback ✓ Goal setting & planning- Monitoring ✓ |