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. 
  • 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. Link to PhD. 

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. 
  • 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.
  • This study investigates the quality of written feedback comments in ePortfolios of healthcare students, as well as how these feedback comments align with the CanMEDS roles.
  • As a follow-up to the previous article, Sofie has also published an article demonstrating that NLP techniques, particularly LLMs, can be used to automate the identification of the four quality criteria for feedback and the seven CanMEDS roles in written feedback comments. Link to article. 
  • Sofie defended her PhD on 21th December 2023  “Computer says, 'No, this feedback can be improved!’ Towards supporting mentors in writing high-quality feedback in ePortfolios using artificial intelligence”

WP3: Policy, Legislation, and ethics

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.
  • Marieke defended her PhD on 18th November 2024: “Optimising workplace learning in postgraduate medical education. Towards supporting residents and supervisors in clinical practice”
  • New open source publication in BMC medical education: What is the learning effect of video review in postgraduate medical education: a systematic review 

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 this link.
  • 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.
  • In medical education, Entrustable Professional Activities (EPAs) have been gaining momentum for the last decade. Such novel educational interventions necessitate accommodating competing needs, those of curriculum designers, and those of users in practice, in order to be successfully implemented. Read the article. 
  • Workplace-based assessment (WBA) has been vigorously criticized for not fulfilling its educational purpose by medical educators. A comprehensive exploration of stakeholders’ needs regarding WBA is essential to optimize its implementation in clinical practice. Read the article. 
  • Vasia defended her PhD on 6th June 2024: “Implementing programmatic assessment: Bridging the gap between theory and practice”. 

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 this link.
  • 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.
  • Based on a systematic review, Oona has developed a checklist to map interprofessional communication behavior. Link to article. 
  • Oona defended her PhD on 19th August 2024: “Optimizing competency development during work-integrated learning in healthcare education. How to meet the needs?”