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Mentoring portfolio use in undergraduate and postgraduate medical education
Medical Teacher, 10/19/09

Dekker H et al. – The interviews yielded four main aspects of the portfolio mentoring process – educational aims, individual meetings, small group sessions and mentor characteristics. Based on the questionnaire data, 16 undergraduate and 14 postgraduate programmes were described. Providing feedback and stimulating reflection were the main objectives of the mentoring process. Individual meetings were the favourite method for mentoring (26 programmes). Small group sessions to support the use of portfolios were held in 16 programmes, mostly in the undergraduate setting. In general, portfolio mentors were clinically qualified academic staff trained for their mentoring tasks. This study provides a variety of practical insights into implementing mentoring processes in portfolio programmes.

Using rural and remote settings in the undergraduate medical curriculum: AMEE Guide No. 47
Medical Teacher, 11/17/09 Relevance Score: 96%

Graduate entry to medicine: widening psychological diversity
BMC Medical Education, 11/16/09 Relevance Score: 96%

Centralized Assessment in Graduate Medical Education: Cents and Sensibilities
Journal of Graduate Medical Education, 11/11/09 Relevance Score: 96%

Graduates from a traditional medical curriculum evaluate the effectiveness of their medical curriculum through interviews
BMC Medical Education, 10/28/09 Relevance Score: 96%

Primary Care Fellowship in Diabetes: An Innovative Program in Postgraduate Diabetes Education
Teaching and Learning in Medicine, 10/13/09 Relevance Score: 95%