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16.05.2019 | Show and Tell Open Access

Use of an e‑portfolio mapping tool: connecting experiences, analysis and action by learners

Perspectives on Medical Education
Sylvia Heeneman, Erik Driessen, Steven J. Durning, Dario Torre
Wichtige Hinweise

Electronic supplementary material

The online version of this article (https://​doi.​org/​10.​1007/​s40037-019-0514-5) contains supplementary material, which is available to authorized users.


Reflective practice is an important characteristic of a knowledgeable health professional. Reflection is needed to maintain professional competence, practice-based learning, and an improvement focused attitude. Yet, learners struggle with reflective practice activities as they are perceived as challenging and time consuming. We used the idea of concept mapping to design an e‑portfolio tool that supports learners with their reflective practice activities. The purpose of this article is to demonstrate the design and rationale of e‑portfolio mapping and how this tool could be used to support reflective practice activities.
Following the stepwise approach typical for the reflective cycle, two types of maps were designed, a trigger map and a competency map. In a trigger map, the learner reflects on a concrete learning or feedback experience. In a competency map the learner interprets and synthesizes several previous trigger maps which ultimately leads to the formulation of new learning objectives. The e‑portfolio mapping tool can be a useful and supportive tool to foster learners’ reflective skills and provide mentors with in-depth insight into the students’ learning and reflection processes.
Supplemental Figure (online): This competency map is a translated (from Dutch) map of a Year 1 student, on the competency ‘Manager’. This map contains feedback of the mentor (the red rectangle at the right side of the map). The student gave permission to use and translate the map. The text is slightly adapted for readability.
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