2024 © Uva Clinical Anaesthesia and Intensive Care ISSN 2827-7198 / Medical Education / Portfolio-based learning 2024 © Uva Clinical Anaesthesia and Intensive Care ISSN 2827-7198 / Medical Education / Portfolio-based learning 2024 © Uva Clinical Anaesthesia and Intensive Care ISSN 2827-7198 / Medical Education / Portfolio-based learning 1 The Role of Portfolios in Medical Professional Indunil Karunarathna 1 , U Vidanagama 1 , C Fernando 1 , U Ekanayake 1 , T Hapuarachchi 1 , P Gunasena 1 , P Aluthge 1 , N Perera 1 , S Gunathilake 1 , Kapila De Alvis 1 , K Gunawardana 1 , S Rajapaksha 1 , A Warnakulasooriya 1 , P Athulgama 1 , Sanjeewa Dius 1 , R Ranwala 1 , Sau Bandara 1 , Sanjaya Godage 1 , PN Rodrigo 1 , Asoka Jayawardana 1 , 1. Ministry of Health / Teaching Hospital Badulla / University of Colombo. 2024 © Uva Clinical Anaesthesia and Intensive Care ISSN 2827-7198 / Medical Education / Portfolio-based learning Abstract: Portfolio-based learning has become an integral tool in the professional development of doctors, supporting reflective practices, self-directed learning, and career-long development. However, its implementation is often met with practical and ideological challenges, including time constraints, structural clarity, and technological expectations. This article explores the benefits of portfolios, their use across different stages of medical training, and the barriers to their effective adoption. It highlights the potential of e-portfolios to overcome practical limitations while underscoring the importance of reflection as a cornerstone of professional growth. Practical solutions and strategies are discussed to address the challenges and enhance portfolio utility in medical education. Keywords: Portfolio-based learning, Medical education, Professional development, Reflective practice, E-portfolios, Medical training, Self-directed learning Key Points Role of Portfolios in Medical Education: Portfolios support self-directed learning, reflective practices, and career progression by documenting achievements, assessments, and professional growth. Challenges in Adoption: Issues such as time constraints, unclear structure, inadequate support, and user attitudes limit the effective use of portfolios. E-Portfolios as a Solution: Technological innovations offer practical benefits, such as ease of access and enhanced functionality, but require significant investment and user-centered design. Reflection as a Central Element: Reflection in portfolios fosters insights into professional strengths and areas for improvement, aligning with modern educational and societal expectations. Practical Recommendations: Clear guidance, mentorship training, streamlined processes, and robust e- portfolio systems are essential for overcoming barriers and enhancing the value of portfolios. Introduction: Portfolio-based learning is a relatively recent innovation in medical education, marking a significant departure from traditional pedagogical approaches long associated with the training of doctors. Traditionally, medical education has emphasized didactic teaching, rote memorization, and standardized assessments. In contrast, portfolio-based learning prioritizes reflective practice, personalized learning experiences, and continuous documentation of progress. Despite its novelty, the adoption of portfolios has grown rapidly, largely in response to evolving trends and challenges in medical education. These include the demand for increased accountability and the professionalization of medical trainers. Changes Driving Portfolio-Based Learning To fully appreciate the rise of portfolio-based learning, it is important to understand the contextual factors underpinning its adoption. Two key trends have been particularly influential: 1. Increasing Levels of Accountability Accountability has always been a cornerstone of medical practice, rooted in the ethical and professional principles outlined in the Hippocratic Oath. However, recent decades have seen a heightened emphasis on regulatory oversight and quality assurance in medical education. This trend stems from a broader societal demand for transparency, safety, and public trust in healthcare. Historical Milestones in Accountability: In 1993, the Calman Report, Hospital Doctors: Training for the Future, initiated a transformation of postgraduate medical training by introducing structured training