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Evaluation of the use of portfolios in paramedic practice: part 2

03 June 2011
Volume 3 · Issue 6

Abstract

This second of a two-part evaluation on the use of portfolios in paramedic practice, focuses on what constitutes evidence of a paramedic's competence and ultimate fitness to practice. A variety of evaluation models are identified to help in this process and this is developed further with reference to some educational theories. In the final part of the evaluation, the author proposes a number of recommendations concerning the use of portfolios within the paramedic profession and draws on the issues identified in the first part of the evaluation to summarize the current position of paramedic portfolios.

The use of strict assessment criteria or adopting a heavily prescriptive structure may improve the reliability factor of paramedic portfolios but would obliterate the essence of portfolios in terms of flexibility, personal orientation and authenticity (Driessen et al, 2005). There is also a recognition that a professional's competence is more complex than a neatly prescribed set of competencies:

‘The competence of professionals derives from their possessing a set of relevant attributes such as knowledge, skills and attitudes. These attributes which jointly underlie competence are often referred to as competencies. So a competency is a combination of attributes underlying some aspect of successful professional performance’

The above sentiment resonates with the work of Bloom (1956) who also cited knowledge (cognitive domain), skills (psychomotor focus) and attitudes (affective domain) as being central to any educational outcome (Bloom, 1956). Applying this revised taxonomy to the use of portfolios in paramedic practice, the author proposes one possible interpretation as follows:

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