Professional portfolios used by Canadian occupational therapists: How can they be improved?

Abstract

Professional portfolios are widely used in continuing professional development (CPD), despite limited
 evidence of their effectiveness for improving practice and professional competence. Occupational therapy
 regulatory organizations in Canada have implemented professional portfolios as tools that support
 engagement in CPD. To advance research and practice on the use of portfolios, we conducted a critical
 analysis of their format, content, and embedded learning process. This paper aims to describe and compare
 the portfolios’ characteristics when they are used as a tool to facilitate engagement in CPD. A document
 review approach was used to analyze documents describing continuing competence programs and portfolios
 and to compare their characteristics. Data was retrieved from documents using a coding scheme and content
 was compared to the literature. In Canada, seven out of 10 regulatory organizations have implemented a
 portfolio. They are similar in their content and proposed self-directed learning approach. Their strength is that
 they all promote self-assessment, reflection, and development of a CPD plan. However, the tools provided can
 be improved to help engage in more genuine reflection and integration of learning into practice. Our review of
 the content, tools, and proposed learning process of portfolios revealed avenues for improvement and future
 research.