Use of a learning portfolio for continuous professional development: A study of pharmacists in Ontario (Canada)

Abstract

The use of learning portfolios in health professions has been widely described and discussed as an important tool for promoting reflective practice and continuing professional development. Within pharmacy, there have been reports of the use  of the learning portfolio in practice and education. The Ontario College of Pharmacists, as part of its maintenance of competency requirements, requires practicing pharmacists to maintain a learning portfolio as a written record of learning activities, resources used and outcomes. For this study, surveys were distributed to 1415 pharmacists in Ontario, Canada  (representing approximately 20% of all pharmacists in the province) and data was collected related to use of the learning portfolio in practice. In addition,  anecdotal  feedback  was collected  and  analyzed  to  identify  the value of the portfolio in maintenance of  competency activities  for  pharmacists .  Results indicate that initially pharmacists may  express  misunderstanding  or  misapprehension regarding  the  role  of the  learning  portfolio and optimal  ways  of  documenting learning  in practice.  However , with additional  support ( including  the use of  facilitated ,  peer-based  discussions), attitudes  towards learning  portfolios shift  towards acceptance  and  understanding . Quantitative data  indicates  a  wide  variation in the  number  of  learning  objectives  identified  per  pharmacist  per  year , the  amount  of time  spent  in  continuous professional development activities , and the impact of  these activities  on  changing  practice.