@inproceedings{01GSCPBBAGPKNRWZ081WK85C03,
  abstract     = {{Objectives or purposes 
This presentation aims to introduce the benefits, challenges, and recommendations of current ePortfolio use in healthcare education by providing an easy-to-use overview, in order to optimize future ePortfolio practices.
Perspective(s) or theoretical framework
EPortfolios have obtained an established position in healthcare education as they might solve the paper-burden associated with earlier portfolios, optimize competency development, foster communication, optimize collaboration between different stakeholders, and support Continuous Professional Development (CPD) (Andre, 2010; Cordier et al., 2016; Dening et al., 2018; Duncan-Pitt & Sutherland, 2006; Garrett et al., 2013; Hall et al., 2012; Jones et al., 2007; Karsten, 2012; Karsten et al., 2015; Rezgui et al., 2018; Sidebotham et al., 2018). Although an ePortfolio might be a promising tool, several challenges still exist as ePortfolios often lack user training and usage procedures, are not well integrated in the wider curriculum, and contain weak proofs of competence mastery (Driessen, 2017; Pearson et al., 2018).

Currently, there is no overview of the benefits and challenges, and corresponding recommendations, in relation to current ePortfolio use. In order to fill this void, the aim of this study was two-fold: (1) to explore the benefits and challenges of current ePortfolio use and (2) to provide an easy-to-use handle, composed of practical recommendations.
 
Methods, techniques, or modes of inquiry 
A scoping review was conducted in order to capture the full scope of evidence (Arksey, Hilary; O’Malley, 2005). Journal articles or conference papers were included if they explored ePortfolio use in audiology, dental hygiene, occupational therapy, nursing (associate degree and bachelor), midwifery, podiatry, or speech therapy. 

Data sources, evidence, objects, materials or the equivalent for theoretical or methodological papers/presentations. 
After searching 8 databases, 36 articles were included, meeting all inclusion criteria. Most of the studies were conducted in Australia (n=10/36), and involved a student population (n=25/36).

Results and/or substantiated conclusions or warrants for arguments/point of view 
A large amount of ePortfolio-platforms could be distinguished. Analysis revealed that 2 types could be differentiated: (1) the ‘store and communicate’ ePortfolios,  focusing on uploading and storing pieces of evidence of learning, and (2) the ‘work and learn’ ePortfolios, providing more structure to the users by building on a fixed format and offering a range of features such as uploading multimedia.

The multiplicity of ePortfolio-platforms is also reflected in the variety of benefits and challenges, allocated to 1 of the 5 inductively constructed themes: technology, collaboration, competency development, employment, and quality of patient care. 

A large amount of recommendations, derived from literature, was allocated to the 5 themes, supplemented by 8 sub-themes. Some important technological recommendations are: to engage ePortfolio-users during ePorfolio design (Foucault et al., 2018; Kardos et al., 2009; Pincombe et al., 2010), to provide simple navigation within the tool (Garrett et al., 2013), to take a sufficient time frame for implementation (Mather, 2012; Stewart, 2013), to implement the tool gradually (Andrews & Cole, 2015), to educate about the pedagogical aspect of ePortfolio use (Wassef et al., 2012), to offer ongoing support (Stewart, 2013; Wassef et al., 2012), to scaffold the digital literacy needs of ePortfolio-users (Stewart, 2013; Wassef et al., 2012), and to make clear what parts will be shared and what parts will stay private (Andrews & Cole, 2015). Recommendations in relation to competency development are: to not only provide summative feedback but also formative feedback (Andrews & Cole, 2015), to provide an open format for reflection (Garrett & Jackson, 2006), and to use ePortfolios not only for assessment but also to support CPD (Andrews & Cole, 2015).

Scientific or scholarly significance of the study or work 
EPortfolio usage supports learning processes, necessary in providing high-quality healthcare education (Dening et al., 2018; Duncan-Pitt & Sutherland, 2006; Hall et al., 2012; Jones et al., 2007; Karsten, 2012). The recommendation of engaging ePortfolio-users during ePortfolio design could optimize ePortfolio practices for example, by improving the controversial ease of use. This review might be a lead to plan future research in order to optimize ePortfolio practices  scaffolding healthcare education and multidisciplinary collaboration through the independence of location, time or discipline.}},
  author       = {{Janssens, Oona and Embo, Mieke and Valcke, Martin and Haerens, Leen}},
  booktitle    = {{Annual Meeting American Education Research Association (AERA) 2022, Abstracts}},
  keywords     = {{ePortfolio, healthcare education}},
  language     = {{eng}},
  location     = {{San Diego, CA, USA}},
  title        = {{The benefits, challenges, and recommendations regarding ePortfolio use in healthcare education}},
  year         = {{2022}},
}