Perceptions of portfolio assessment in family medicine graduates: a qualitative interview study

BMC Medical Education

Research

Faten A. AlRadini¹ 

[1] Department of Clinical Sciences, College of Medicine, Princess Nourah bint Abdulrahman University, 11671, Riyadh, Saudi Arabia;

关键词: Programmatic assessment;    Portfolio assessment;    Perceptions;    Qualitative;    Reflection;    Mentor;    Professional development;   

DOI  :  10.1186/s12909-022-03991-7

 received in 2022-05-19, accepted in 2022-12-27,  发布年份 2022

来源: Springer

【 摘 要 】

BackgroundThe use of the portfolio methodology in medical education can serve as a tool for learning, assessment, and reflection on practice. This study concentrates on perceptions of the portfolio assessment methodology among participants in the Saudi Diploma of Family Medicine program.MethodsIn this qualitative interview study, data were collected and analysed using a grounded theory approach.ResultsNine codes emerged: (1) Importance of understanding the definition, objectives, and process of portfolio assessment, (2) Impact of different understandings on the part of various trainers, (3) Role of the type of assessment, (4) Workload and stress of portfolio assessment, (5) Effectiveness of the portfolio contents, (6) Role of the mentor’s feedback, (7) Role in the learning process, (8) Role in practice, (9) Suggestions for portfolio improvement. Open codes were then regrouped into three axial codes: context, strategy, and outcome of portfolio assessment.ConclusionThis study explored a general explanation of portfolio assessment shaped by the postgraduate students. It identifies the importance of portfolio understanding in student acceptability of the portfolio assessment methodology. Thus, proper implementation is vital for the success of assessing the student by the portfolio methodology. The students perceived reflection as the most valuable part of the process, which facilitated their learning, confidence, and self-assessment. Mentor feedback is a good strategy for coping with portfolio challenges. Our findings provide some evidence of positive outcomes of portfolio assessment in practice and professional development.

【 授权许可】

CC BY   
© The Author(s) 2022

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