Exploration of the experiences and perspectives of core medical trainees and assigned educational supervisors utilising the core medical training curricula and e-portfolio during 1 academic year.

Background: This case study explored the experiences and perspectives of Core Medical Trainees (CMT) and their Assigned Educational Supervisors (AES) in one Deanery utilising the core medical training curricula and e-portfolio of the Joint Royal Colleges of Physicians Training Board during one academic year, 2007-08. Summary of work: The aims were to assess the opinions and perspectives about and the value of the curricula and e-portfolio; identify emerging themes and challenges; and assessing motivation of the trainees to learn. The objective was to identify recommendations for the future implementation of curricula and e-portfolio. A questionnaire and semi-structured interviews were applied in a bi-phasic manner. Semi-structured interviews involved five matched CMT/AES pairings. Interviews were audio-taped and then transcribed verbatim for S�63 SESSiON 7 © Viguera Editores SL 2009. EDUC MED 2009; 12 (Supl 2) analysis. Analysis of data was referenced to educational theory about: curricula; reflective learning; e-learning; portfolio-based approach to learning; theories of how adults learn; assessment. Summary of results: There are variable opinions and experiences of the trainees and Educational Supervisors. There is no significant evidence of reflective learning nor of motivation to learn occurring amongst the trainees. Conclusions: Current relationships between the trainee and educational supervisor generally do not facilitate learning. Take-home messages: Assumptions should not be made that trainees from a Foundation Programmme know how to take a portfolio-based approach to learning