This article was migrated. The article was marked as recommended. E-portfolio is the primary strategy for the development and assessment of general practice trainees. Literature indicates that trainees often resist engaging fully, undermining its validity in assessing trainee competence and performance. To identify and explore conditions influencing engagement with e-portfolio within a local training programme. A constructivist grounded theory design was used to conceptualise the factors that influence trainee engagement. Twelve semi-structured trainee interviews were audio-recorded, transcribed and coded. Aided by Nvivo Pro version 11, initial codes were developed, revised and raised to focused codes. Through constant comparison, diagramming and memo-writing, theoretical categories were generated. Data analysis conceptualised a theory of engagement incorporating three conceptual categories: "Conceptualising the e-portfolio", "Developing and maintaining trust" in e-portfolio and its processes and "Deciding upon investment worth". Decisions to invest personal resources in e-portfolio engagement depended upon trainees' appraisal of its personal worth and value. E-portfolio valuation was contingent upon trainees' conceptualisation of its purpose, and the trustworthiness of the learning and assessment processes prescribed by its structure. This has implications for trainees, supervisors, and training programmes related to implementation and ownership of e-portfolio, and the credibility and transparency of its role in the assessment of professional performance.
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| http://dx.doi.org/10.15694/mep.2018.0000173.1 | DOI Listing |
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