Observations on the case for reclaiming portfolio log entries as assessments for learning

WHAT IS ALREADY KNOWN IN THIS AREA • Emerging anecdotal and research evidence suggests that the process of e-portfolio log entry writing has become separated from dialogue about learning between GPST3 trainees and their trainers. • The effect of this separation on trainees is that they are losing sight of the role and purpose of reflecting on cases and are only superficially engaging with the log-writing process. WHAT THIS WORK ADDS • This paper describes an experimental educational session, which brought a number of these issues to the fore with a small group of Wessex trainers, and allowed them to explore them in relation to their practice as trainers. • During the session ways to help trainers and trainees with writing reflective learning log entries were explored. SUGGESTIONS FOR FUTURE RESEARCH • Further enquiry into the use of log entries by trainees at ST1/2 level and the perceptions of newly qualified trainers regarding the role and value of e-portfolio log entries to trainees' learning and their practice as educators would serve to explore in more detail the issues raised in this paper.