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Table 2 Efolio Functionalities Used as Reported by Program Directors (n = 38)

From: Electronic portfolio use in pediatric residency and perceived efficacy as a tool for teaching lifelong learning

  Total Programs Using Feature
No. (%)
“Effective Subgroup”b Using Feature
No. (%)
“Not Effective”cSubgroup Using Feature
No. (%)
P valued
(N = 38) (N = 8) (N = 30)
Manage personal profile (bio information) 33 (87) 8 (100) 25 (83) NS
Case or procedure logs 28 (74) 6 (75) 22 (73) NS
Synthesize information for resident performance reports 28 (74) 7 (88) 21 (70) NS
Compile information for program evaluation and reports 28 (74) 7 (88) 21 (70) NS
Identify areas of improvement 23 (61) 7 (88) 16 (53) NS
Self assessment (inventories, competency skill-tracking, etc.) 22 (58) 7 (88) 15 (50) *0.05
Manage documents (presentations, publications, etc.) 19 (50) 3 (38) 16 (53) NS
Create and track personal and professional goals 18 (47) 6 (75) 12 (40) *0.03
Benchmark resident performance with other residents 18 (47) 5 (63) 13 (43) NS
Record personal or professional reflections (free-write, journaling, etc.) 10 (26) 4 (50) 6 (20) NS
Record ‘other’ extracurricular activities (volunteering, clinical work, etc.) 9 (24) 2 (25) 7 (23) NS
Create CV/Resume template 3 (8) 1 (13) 2 (7) NS
Collaborate - facilitate group work 1 (3) 1 (13) 0 NS
  1. aThe n value excludes missing cases because of item nonresponse
  2. bSubgroup that reported their efolios were effective (including “somewhat effective” and “very effective”) at teaching LLL
  3. cSubgroup that reported their efolios were not effective (including “neutral,” “somewhat ineffective,” and “very ineffective”) at teaching LLL
  4. dFrom Fisher’s exact test. Programs were asked to report if feature was utilized, available but not utilized, would be nice, or not important. Comparison was made between programs that responded “utilized” and those that responded “available but not utilized” or “not important”