wk5 Response

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Walden University *

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6002 WEEK

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Health Science

Date

Feb 20, 2024

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docx

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Uploaded by CaptainEchidnaMaster1019

There are several different strategies discussed in the peer-reviewed literature for healthcare professionals’ portfolio development. Among these strategies are following guidelines that are consistent with related education, incorporating detailed feedback from others (such as instructors), and demonstrating individuality and originality within an acceptable structure (Chae & Lee, 2021). The two strategies I aim to incorporate in developing the portfolio include incorporating activities and accomplishments relevant to my professional goals while obtaining and addressing the detailed feedback from others (such as peers, family, colleagues, and instructors) and demonstrating individuality and originality within an acceptable structure. This process should enable me to reflect on, appreciate, and highlight my experiences across clinical, research, and academic settings. However, according to Tan et al. (2022), differences across design and variability in structure and approach to medical professional portfolios have been significant. The shift toward e- portfolios expanded design and content variability along with a shift from the portfolio “as a repository to store evidence and reflections” to a repository of the “articulation of authentic learning and development” (Siddiqui et al., 2023, p. 139). Hence, there is an emphasis on the use of e-portfolios as an avenue to fulfilling professional standards and demonstrating reflective practice in ways that also lead to advancement professionally in the field. As I strive to be original and express my individuality within an acceptable structure, I hope to present my activities and accomplishments in ways that best articulate my learning and development. This involves inviting the feedback of others and being open-minded as to improvements, both with the portfolio and with my own development as a healthcare professional. According to their published vision, mission, and goals (2023), Walden University defined “positive social change as a deliberate process of creating and applying ideas, strategies, and actions to promote the worth, dignity, and development of individuals, communities, organizations, institutions, cultures, and societies” (para. 4). My endeavors to increase knowledge, apply learning, and provide service to my community is consistent with these goals. According to Walden, positive social change results in improved human and social conditions and the betterment of society, which is foundational to their programs, scholarly activities, professional endeavors, and related products that emerge from the efforts of the individuals that comprise Walden’s academic community. My development as a healthcare professional and the development of a portfolio is consistent with those goals. Thus, my development of the portfolio in ways that are structured and professional, yet individualized and original, through the input of Walden peers, instructors, and colleagues is a reflection on the positive social change agenda that Walden promotes. Siddiqui et al. (2023) wrote that “portfolios have been used in health professions for many decades as a means of documenting reflective practice that inform change” and “supports the understanding of professionals’ development needs” (p. 139). Such effort can culminate in the documentation of

significant learning experiences and educational values. The portfolio is a way to ensure personal growth through continuous review in relation to anticipated outcomes. References Chae, S. J., & Lee, Y. W. (2021). Exploring the strategies for successfully building e-portfolios in medical schools. Korean Journal of Medical Education, 33(2), 133–137. https://doi.org/10.3946/kjme.2021.188Links to an external site. Siddiqui, Z., Fisher, M., Slade, C., Downer, T., Kirby, M., McAllister, L., Isbel, S., & Wilson, C. (2023) Twelve tips for introducing e-portfolios in health professions education. Medical Teacher, 45(2), 139-144, https://doi.org/10.1080/0142159X.2022.2053085Links to an external site. Tan, R., Qi Ting, J. J., Zhihao Hong, D., Sing Lim, A. J., Ong, Y. T., Pisupati, A., Xin Chong, E. J., Chiam, M., Inn Lee, A. S., Shuen Tan, L. H., Chew Chin, A. M., Wijaya, L., Fong, W., & Radha Krishna, L. K. (2022). Medical student portfolios: A systematic scoping review. Journal of Medical Education and Curricular Development, 9. https://doi.org/10.1177/23821205221076022Links to an external site. Walden University. (2023). Vision, mission, and goals. https://academics.waldenu.edu/handbook/vision-mission -goals

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