title: Learning portfolio models in health regulatory colleges of Ontario, Canada.
abstract: BACKGROUND
  Health regulatory colleges promote continued competence by requiring members to submit yearly portfolios that document learning. Previous studies conclude that portfolios can be valuable tools to promote continuous learning in health college members, but portfolios are time-consuming to complete and difficult to evaluate. This exploratory study compares the features of portfolio models in regulatory colleges, as a basis for future studies.
  
  
  METHODS
  Data were collected through a document review of the portfolio models described on the Web sites of 14 Canadian health regulatory colleges.
  
  
  RESULTS
  All models contain 3 common components of self-directed learning: (1) self-diagnosis, (2) learning plan and activities, and (3) self-evaluation. Several include member profiles and peer feedback. A broad range of formal, nonformal, and informal activities are accepted as evidence of learning; a few colleges restrict learners' freedom in selecting these activities.
  
  
  CONCLUSIONS
  There is a dual philosophy of learning in portfolio models that includes both humanist and technical paradigms. Low numbers of members are selected for audit of completed portfolios. The possibility of last-minute preparation and the lack of support to members who struggle with self-directed learning methods are issues to be resolved. Although portfolios are designed to enhance learning and reflection, quality cannot be ensured unless compliance is enforced, and learning outcomes are measured. Professionals should be guided regarding how to complete portfolios. More health regulatory colleges should announce the number of portfolios they audit. In general, the number of portfolios audited by each profession may need to be increased.
authors.affiliation: Department of Graduate and Undergraduate Studies in Education, Faculty of Education, Brock University, St. Catharines, Ontario, L2S 3A1, Canada.
authors.forename: Marianne
authors.initials: M
authors.lastname: Tompkins
authors.forename: Denise
authors.initials: D
authors.lastname: Paquette-Frenette
mesh_terms: D002170:Canada; D002983:Clinical Competence; D004282:Documentation; D006282:Health Personnel / Q000193:education* / Q000592:standards; D006801:Humans; D007858:Learning; D017145:Models, Educational; D014495:Universities