Portfolio Assessment Implementation in Clinical Year of Community Medicine Module: Students Perspective (original) (raw)

Students' perception of portfolio as a learning tool at King Abdulaziz University Medical School

MEDICAL TEACHER, 2018

ABSTRACT Background: Medical education has a longstanding tradition of using logbooks to record activities. The portfolio is an alter- native tool to document competence and promote reflective practice. This study assessed the acceptance of portfolio use among Saudi undergraduate medical students. Methods: Portfolios were introduced in the 2nd through 5th years at King Abdulaziz University over a two-year period (2013–2015). At the end of each academic year, students completed a mixed questionnaire that included a self-assessment of skills learned through the use of portfolio. Results: The results showed a difference in focus between basic and clinical years: in basic years students’ focus was on acquiring practical skills, but in clinical years they focused more on acquiring complex skills, including identifying and man- aging problems. The questionnaire responses nonetheless revealed a positive trend in acceptance (belief in the educational value) of portfolios among students and their mentors, across the years of the program. Conclusions: Using portfolios as a developmental learning and formative assessment tool in the early undergraduate years was found to contribute to students’ ability to create their own clinical skills guidelines in later years, as well as to engage in and appreciate reflective learning.

Portfolio as a learning tool: students' perspective

Annals of the Academy of Medicine, Singapore, 2005

Portfolio writing is a method of encouraging reflective learning among professionals. Although portfolio-based learning is popular among educators, not many studies have been done to determine students' perceptions of portfolio as a learning tool. A questionnaire survey was conducted among 143 medical students to find out their perceptions of the portfolio as a learning tool. A majority of the students felt that the portfolio is a good learning tool. However, they also perceived that it is stressful and time-consuming to develop a proper portfolio. The study indicates that students need appropriate guidance from the academic staff for the system to succeed.

Portfolio assessment: Learning outcomes and students’ attitudes

Studies in English Language and Education, 2020

This paper is aimed at (1) investigating whether the implementation of portfolio assessment had an impact on students' writing ability, and (2) obtaining the students' attitudes towards portfolios. The method used in this study was quasi-experimental research design, and the data were collected through a set of writing tests (pre-test and post-test) and a questionnaire. The results show that the implementation of portfolio assessment increased the students' writing ability. It was also found that the students' knowledge of global issues (content and organization) also increased more significantly than the local issues (grammar, vocabulary, and mechanics). In addition, the results of the questionnaire proved that the secondary level students had positive attitudes towards the

Considering portfolio as a students’ assessment in learning

2017

Portfolio as an alternative authentic assessment is more revealing of the students’ capability to see possibilities for reflection, redirection, and confirmation of the students’ own learning efforts. As it covers various aspects of students’ capability, it might be more preferable for the final evaluation of their achievement in learning. Results of portfolio might also help teachers get feedback in education process they are conducting.

Portfolio as a student’s assessment tool: lesson learned

2019

The study examined the potential of portfolio as a tool of assessment in the process of final evaluation of students’ competence. This empirical study was joined by 29 students taking English Teaching Media subject at the English Education Study Program, the University ofPalangka Raya using portfolio to assess the students’ activities in the aspects of presentation, exercises, mid-term test and final project. The students’ performance in the portfolio was rated by using a rating scale of 1 (below the standard, emerging) to 4 (exceeds the standard, exemplary). The results revealed both the advantages and limitations of portfolio for the students’ final evaluation and also the possibilities of optimization as an assessment tool for the lecturers to reflectively think about their practices

Student Evaluations of the Portfolio Process

American Journal of Pharmaceutical Education, 2011

Objective. To evaluate pharmacy students' perceived benefits of the portfolio process and to gather suggestions for improving the process. Methods. A questionnaire was designed and administered to 250 first-, second-, and third-year pharmacy students at the University of Arizona College of Pharmacy. Results. Although the objectives of the portfolio process were for students to understand the expected outcomes, understand the impact of extracurricular activities on attaining competencies, identify what should be learned, identify their strengths and weaknesses, and modify their approach to learning, overall students perceived the portfolio process as having less than moderate benefit. First-year students wanted more examples of portfolios while second-and third-year students suggested that more time with their advisor would be beneficial. Conclusions. The portfolio process will continue to be refined and efforts made to improve students' perceptions of the process as it is intended to develop the self-assessments skills they will need to improve their knowledge and professional skills throughout their pharmacy careers.

The effect of portfolios on students’ learning: student teachers’ views

This study reports on student teachers’ views of portfolios as a learning tool when they are combined with a weekly test conducted at the end of each lesson to help student teachers self-evaluate. Student teachers’ written reflections during the process provided data for the study. Analysis of the data showed that a majority of student teachers initially felt that compiling a portfolio would be time-consuming and an extra burden added to their already busy schedule. However, later on they all found that the process was a useful learning experience. Moreover, the portfolio process – especially combining self-reflection with weekly tests – encouraged students to study regularly, increased retention and made learning more enjoyable. Suggestions for the successful portfolio implementation include the following: guiding students both at the beginning of and during the process, providing continuous and prompt feedback during the process and making selfreflection – especially guided by reflection prompts – an essential part of the process.

A Student Portfolio: The Golden Key to Reflective, Experiential, and Evidence-based Learning

Journal of Medical Imaging and Radiation Sciences, 2010

Introduction: In 2003, the College of Health Sciences, Makerere University, changed its curriculum from a traditional one to a student-centred problem-based/community-based type for all undergraduate students. Since then, radiography students have been using a logbook to record their learning experiences. However, the logbook shows only a daily record of numbers of examinations done, with neither increased understanding nor reflection. The purpose of this study was to assess the effectiveness of a student portfolio as a tool for showing evidence of learning and devise a practical portfolio assessment strategy.