title: Utilisation of an electronic portfolio to engage rehabilitation professionals in continuing professional development: results of a provincial survey.
abstract: ePortfolios are frequently used to support continuing professional development (CPD) of rehabilitation professionals. Though this tool is now widely implemented in many professions by regulatory organisations, very few studies have investigated the use and impact among rehabilitation professionals. Implementation of comprehensive ePortfolios that are centred on the needs of rehabilitation professionals requires documenting their level of use and perceived outcomes.
  
  
  
  The objectives were to describe how occupational therapists use a mandatory ePortfolio that has been recently implemented by a regulatory organisation in Quebec (Canada) and the perceived outcomes of this requirement on continuing professional development and practice change.
  
  
  
  An online survey was sent to all registered occupational therapists in Quebec using the ePortfolio. The survey content was developed based on a literature review and expert consultation. Results were analysed using descriptive statistics.
  
  
  
  A total of 546 respondents completed the survey. Results show relatively high levels of ease and satisfaction with the tool, but a limited perception of the tool's impacts on the improvement of professional competencies and change in practices.
  
  
  
  Occupational therapists reported that use of the ePortfolio supports their engagement in CPD but has limited impact on practice. Promotion of work-based learning, team use and mentor support could increase its meaningfulness for professionals. Implications for Rehabilitation To improve attitudes and beliefs about benefits related to portfolio use, rehabilitation practitioners need a very clear understanding of the purpose and usefulness of a portfolio in clinical practice. Most of the respondents saw the ePortfolio as helping them develop and implement a continuing professional development plan and reflect on the changes needed in their practice. Portfolio use in teams and productive reflection should be promoted in order to target shared objectives for continuous practice improvement. Rehabilitation professionals trained in portfolio use during their entry-level studies have a slightly more positive attitude towards portfolio use and impact of this use compared with than clinicians who have not had this training.
authors.affiliation: a School of rehabilitation, Faculty of Medicine , Université de Montréal , Montreal , Canada.
authors.forename: Marie-Lyse
authors.initials: ML
authors.lastname: Foucault
authors.affiliation: a School of rehabilitation, Faculty of Medicine , Université de Montréal , Montreal , Canada.|b Centre de recherche de l'Institut universitaire en santé mentale de Montréal , Montreal , Canada.
authors.forename: Brigitte
authors.initials: B
authors.lastname: Vachon
authors.affiliation: c School of Physical and Occupational Therapy , Centre for Medical Education, McGill University , Montreal , Canada.|d Centre for Interdisciplinary Research in Rehabilitation of the Greater Montreal , Montreal , Canada.
authors.forename: Aliki
authors.initials: A
authors.lastname: Thomas
authors.affiliation: a School of rehabilitation, Faculty of Medicine , Université de Montréal , Montreal , Canada.|d Centre for Interdisciplinary Research in Rehabilitation of the Greater Montreal , Montreal , Canada.
authors.forename: Annie
authors.initials: A
authors.lastname: Rochette
authors.affiliation: b Centre de recherche de l'Institut universitaire en santé mentale de Montréal , Montreal , Canada.
authors.forename: Charles-Édouard
authors.initials: CÉ
authors.lastname: Giguère
mesh_terms: D000328:Adult; D001291:Attitude of Health Personnel; D004496:Education, Continuing; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D000072087:Occupational Therapists; D011792:Quebec; D011795:Surveys and Questionnaires
keywords: Continuing education; competence maintenance and development; occupational therapy; reflective practice; self-directed learning