Making portfolios work in practice (original) (raw)
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Portfolios in medical education: why do they meet with mixed success? A systematic review
Medical Education, 2007
CONTEXT The move towards competence-based medical education has created a need for instruments that support and assess competence development. Portfolios seem suitable but mixed reports of their success are emerging. METHODS To examine the effectiveness of portfolios, we searched PubMed and EMBASE using the keyword Ôportfol*Õ, PsychInfo and ERIC using the keywords Ôportfol*Õ and Ômedical educationÕ and references of retrieved papers for empirical studies on portfolios in all phases of medical education. Thirty of 1939 retrieved papers met the inclusion criteria and were analysed. Data were collated against the research question, number of subjects, design, setting, findings and limitations, purpose and content, mentoring and assessment. We analysed impact using a modified version of KirkpatrickÕs hierarchy. RESULTS Because differences across studies precluded statistical meta-analysis, the data were analysed by context, goals and procedure. Positive effects were strongest in undergraduate education. Important factors for success were: clearly communicated goals and procedures; integration with curriculum and assessment; flexible structure; support through mentoring, and measures to heighten feasibility and reduce required time. Moderately good inter-rater reliability was reported and global criteria and discussions among raters were beneficial. Formative and summative assessment could be combined. Without assessment, portfolios were vulnerable to competition from other summative assessment instruments. CONCLUSIONS For portfolios to be effective in supporting and assessing competence development, robust integration into the curriculum and tutor support are essential. Further studies should focus on the effectiveness and user-friendliness of portfolios, the merits of holistic assessment procedures, and the competences of an effective portfolio mentor. KEYWORDS review [publication type]; education, medical ⁄ *methods; educational measurement ⁄ *methods; teaching ⁄ *methods; *learning; documentation ⁄ *methods; observer variation; clinical competence ⁄ *standards; self-assessment (psychology).
Implementing Assessment By Portfolio In A Professional Practice Unit
Assessment by portfolio facilitates students' control over their learning and provides a coherent framework within which to encourage students to engage in aspects of professional practice. The strategy requires careful design to ensure that students understand the criteria by which they will be assessed and to encourage them to target higher level learning outcomes. In this paper we explore the implementation of assessment by portfolio in the Queensland University of Technology's Graduate Diploma of Information Studies. We discuss the role of the portfolio in the 'Professional Practice Unit', assessment design, and students' experience of portfolio assessment. The second part of the paper involves reporting an exploration of the qualitatively different ways in which students approach the portfolio experience and their reactions to portfolio based assessment. We conclude with a discussion of strategies for helping students engage with portfolios.
Proceedings of the 1st International Integrative Conference on Health, Life and Social Sciences (ICHLaS 2017), 2017
Portfolio has been used as summative assessment in many fields of study. Since 2010, clinical community medicine module has used portfolio to assess students. Nine portfolios were assigned to students within 5 weeks length module. This study aimed to identify the correlation of students' perspective for using portfolio and their portfolio scores. The data was collected by questionnaires from 46 students after completing module in November 2016. Students were asked about their satisfaction of using portfolio, then correlated to their portfolio scores. The reasons and suggestion for ideal portfolios were identified. Analysis was done by SPSS 20 using Rank Spearman correlation test. Students felt that creating portfolios were not comfortable. Most students (36/78.3%) felt that the portfolio was not appropriate as their summative assessment. They preferred less portfolios, 30 (63%) students requested to decrease portfolios to 3-5, 28.3% to 6-8 and only 8.7% to <3. There was no significant correlation between students' satisfaction of using portfolio to their portfolios score (p=0.262), while there was significant correlation between students' score to the number of portfolios to be submitted (p=0.017; r=0.349). Reasons for decreasing number of portfolios were inadequate time and many other tasks to be finished. Students in UIN Jakarta haven't used to retelling their experiences and reflecting them in writing as perceived in many students who were not used to portfolios. Doing portfolios need lots of work and time-consuming. Having lesser number of portfolios to be submitted would encourage students to create portfolios. Building familiarization, time management and good motivation for creating portfolios were important to successful portfolios. There was no significant correlation between students' satisfaction to their scores. Students should be encouraged to get comfortable in creating portfolios for the benefit as lifelong learning tool. Motivation to write and reflect should be nurtured to improve students' portfolio satisfaction and commitment.
The impact of portfolios on health professionals' practice: a literature review
2008
Objectives The purpose of this paper is to review the literature on the use of a portfolio and discuss the evidence for the impact of a portfolio on professional practice, in particular pharmacy practice. Method A literature review was performed using databases from health care and education, namely AMED, BEI, CINAHL, Embase, ERIC, IPA, MedLine, PHARM-LINE, PsycInfo, TIMELIT and ZETOCs, as well as a manual search of relevant journals and documents between 1991 and 2007. The search terms included portfolio, progress files and assessment, and these were linked with pharmacy. Articles were included in the review if they had a focus on the portfolio as a contribution to professional practice. Key findings Portfolios have been used in the education field for over decade. A total of 26 out of 1901 papers were identified which examined portfolios in a post-registration setting. The majority of these publications were from medicine (12), with education (six), pharmacy (five) and nursing (three) making up a small proportion. Portfolios were seen as (a) a tool for use in feedback, (b) a useful trigger for reflection and (c) a link between academic learning and practice. A similar set of findings were seen in the educational context. In addition, a portfolio (a) requires motivation to record and (b) can change behaviour towards colleagues. Conclusions There is still confusion about the meaning of a professional portfolio in health care professions. It is suggested that portfolios should be classified according to a modified system from the teaching profession. The evidence that portfolios can contribute to practice is limited. This review suggests the need for more studies into the impact of portfolios on professional practice, in particular in a pharmacy context.
Portfolio’s Implementation, 2018
Background: Over the last two decades, the focus of curricula has shifted from the acquisition of knowledge to the achievement of competence. The challenge is to improve the assessment scheme to formatively support the development of competence in an integrated, coherent, and longitudinal fashion, and assess them in a summative fashion. Objectives: To investigate the students' and staff's perception towards the implementation process of the portfolio in the clinical years at Faculty of Medicine, Suez Canal University. Methods: Two different questionnaires were used to explore the students' and staff's perception towards portfolio assessment process. Results: The students' response rate was 70%. 46.8% of the students agreed on the portfolio's complementary role to clinical teaching during rotations. They agreed that portfolio stimulated their problem solving and clinical reasoning skills by 38.5%, and 38.2% respectively. 41.1% agreed that it helped them in preparation for their future practice. However, 41% agreed that portfolio workload and time required were excessive. There was no chance to improve those aspects assessed as deficient in feedback. One of the threatening problems is copying the portfolio from others, unfortunately. 34.7% of the students agreed that this was a problem among them. Regarding the staff, they agreed that portfolio helped them to assess students' competencies and permitted multiple episodes of teaching more effectively than single observations did (75%, and 72.2%, respectively). However, 38.9% felt that it was an exhausting and time-consuming assessment process. They thought that it would be better to have enough time for review the portfolio in detail before the oral discussion, and that was fair if two examiners evaluated it rather than one (64%, and 75%, respectively). Conclusion: The portfolio helps the faculty in assessment of students' clinical competencies in a continuous manner but for both it was exhausting and time-consuming assessment process.
SUMMARY Portfolios are not new, but their use in initial and continuing professional development in medicine is still in its infancy. In this context, this guide has the following aims: to give the background and an educational rationale for portfolio-based learning and assessment in medical education; to examine how and where portfolios have been used for professional development both within and beyond medicine; to highlight issues which will need to be addressed by those wishing to implement portfolio-based learning, and suggest ways of dealing with them. It does not attempt to address the particular constraints or resource issues that face practitioners in any educational initiative, as these are far too many and too complex for a publication of this type. However, it does provide evidence of a range of ways in which opportunities have been created and developed by colleagues in establishing frameworks within which individual learning can be planned, documented and assessed.Whilst not a panacea for all learning contexts, portfolios have much to offer both learners and teachers as we move forward into the new world of revalidation, clinical governance, and increased accountability. Rationale and development of portfolios