Skip to main content

Research Repository

Advanced Search

Learning to be interprofessional through the use of reflective portfolios?

Domac, S.; Anderson, E.S.; Smith, R.

Learning to be interprofessional through the use of reflective portfolios? Thumbnail


S. Domac

E.S. Anderson


Learning portfolios are used extensively in health and social care. There is evidence of their value as a tool to consolidate learning although limited information is available regarding their use in social work education. This study explores the use of a portfolio to encourage social work students to reflect on their interprofessional learning (IPL). The portfolio offers a means of demonstrating professionalism concerning knowledge, skills and attitudes in the context of collaborative practice. The findings of this research suggest that qualifying students were largely capable of reflecting on their development of interprofessional competence after attending specific IPL events, which were part of a wider programme. Social work students found reflective writing difficult, although this improved over time. In particular students struggled to write about skills and attitudes. Students perceived the portfolio to be a good way to assess their progress and believed this helped them to engage with their learning and make meaning through reflection and analysis. They appreciated that IPL and feedback from their assessments had advanced their abilities for self-analysis; despite needing help with reflective writing, they felt better prepared for ongoing use of reflection in their professional development, and in ‘working together’.


Domac, S., Anderson, E., & Smith, R. (2016). Learning to be interprofessional through the use of reflective portfolios?. Social Work Education, 35(5), 530-546.

Journal Article Type Article
Online Publication Date May 12, 2016
Publication Date Jul 1, 2016
Deposit Date May 26, 2016
Publicly Available Date May 12, 2017
Journal Social Work Education
Print ISSN 0261-5479
Electronic ISSN 1470-1227
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 35
Issue 5
Pages 530-546


Accepted Journal Article (599 Kb)

Copyright Statement
This is an Accepted Manuscript of an article published by Taylor & Francis Group in Social Work Education on 12/05/2016, available online at:

You might also like

Downloadable Citations