Use of an e-portfolio mapping tool: connecting experiences, analysis and action by learners

Sylvia Heeneman*, Erik Driessen, Steven J. Durning, Dario Torre

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review


Reflective practice is an important characteristic of aknowledgeable health professional. Reflection is needed to maintain professional competence, practice-based learning, and an improvement focused attitude. Yet, learners struggle with reflective practice activities as they are perceived as challenging and time consuming. We used the idea of concept mapping to design an e-portfolio tool that supports learners with their reflective practice activities. The purpose of this article is to demonstrate the design and rationale of e-portfolio mapping and how this tool could be used to support reflective practice activities.Following the stepwise approach typical for the reflective cycle, two types of maps were designed, atrigger map and acompetency map. In atrigger map, the learner reflects on aconcrete learning or feedback experience. In acompetency map the learner interprets and synthesizes several previous trigger maps which ultimately leads to the formulation of new learning objectives. The e-portfolio mapping tool can be auseful and supportive tool to foster learners' reflective skills and provide mentors with in-depth insight into the students' learning and reflection processes.

Original languageEnglish
Pages (from-to)197-200
Number of pages4
JournalPerspectives on Medical Education
Issue number3
Publication statusPublished - Jun 2019


  • Reflection
  • Concept mapping
  • Portfolio

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