Below is an overview of all peer reviewed publications within the Scaffold project.

WP1: User-centered design and prototypes

Olivia and the Scaffold team conducted a study to compare 3 feedback formats in an ePortfolio to support workplace learning. The review was published in Education and Information Technologies. You can read the publication by clicking the button below

WP2: Training and user procedures

Sofie conducted a scoping review on ePortfolio user training initiatives. User training is considered a critical success factor for ePortfolio implementation. Sofie's review was published in Medical Science Educator. You can read the publication by clicking the button below.

In this study, Sofie examined the feasibility of training a large language model to identify quality criteria for feedback and the CanMEDS roles in feedback fragments. The results indicated that such a language model can perform this task relatively well. The trained model served as the foundation for the feedback tool developed within work package 2.

WP4: Use of multimedia and focus on interdisciplinary collaboration in mother and child care

Marieke conducted a Delphi study to validate a competence framework for postgraduate paediatric training. These results can be found in the European Journal of Paediatrics (see link below). It can be a nice step in the process of competence-based education, something that is becoming more and more important to guarantee a quality education.

Marieke's article about residents and supervisors' workplace learning needs during postgraduate medical education was published in the International Journal of Medical Education. The following overarching themes were identified: 1) the dual learning path, which balances working in the hospital and formal courses, 2) feedback, where quality, quantity, and frequency are discussed, and 3) learning support, including residents' self-directed learning, supervisors' guidance, and ePortfolio support.

WP5: Programmatic Assessment of General Practitioners’ medical competences

In a portfolio, it is important to record a starting situation. In general practice training, an aptitude test is taken at the start of training to formulate a learning agenda. Read more in Vasiliki's publication via the link below.

Vasiliki conducted a Delphi study to validate the CanMEDS core competencies within general medical education based on the criteria of assessment feasibility and assessment consistency. The study was published in BMC Medical Education. You can read the full study here:

WP6: The educational continuum in general healthcare

Oona conducted a Delphi study on competency-based education in health care. The completeness of the CanMEDS roles as well as the relevance, formulation and measurability of the key competencies were assessed. Read all about it via the link below.

Oona's scoping review was published in Nurse Education in Practice. This review zooms in on the role of ePortfolios in supporting the learning process in eight different healthcare training programmes.

Oona's article based on focus group interviews was published in BMC Medical Education. This in-depth analysis revealed seven barriers that may hinder effective implementation of competency-based healthcare education.

Workplace learning in healthcare training is not without its challenges. In this article, Oona explored what it takes to optimise competence development. It was published in BMC Medical Education.