Abstract
To build a consensus on portfolio framework for master's in health professional education students and document programme learning outcomes, tasks for students related to each outcome, and the pieces of evidence regarding the completion of each task. The modified Delphi study was conducted from February to July 2020 at Riphah International University, Islamabad, Pakistan, and comprised a three-round electronic-based survey of faculty members associated with the master's in health professional education programme, alumni, and current students as well as portfolio experts. The panellists had to choose from 10 programme learning outcomes, 75 tasks for students to achieve those outcomes, and 510 pieces of evidence to confirm that the tasks had been done to achieve the outcomes. A consensus cut-off of ≥80% was decided to select the item. Of the 45 stakeholders approached, 41(91.5%) responded in round 1. Of them, 31(75.6%) responded in round 2, while round 3 comprised responses from 31(96.7%) subjects. The draft template was originally derived from the master's in health professional education programme guide, expert opinions, and systematic literature review available for portfolios of other higher education degrees. The list of items was refined through a pilot study. The final template was approved by the expert panel after 3 iterations. The final list of items included 59 (78.6%) tasks and 105(21%) pieces of evidence related to all the 10 programme learning outcomes. The important programme learning outcomes, their related tasks, and the required pieces of evidence to be added in the e-portfolio of master's in health professional education programme students were identified, and recommendations for the format of implementation and assessment were given.
Highlights
IntroductionStudents of master’s in health professional education (MHPE) come from very diverse backgrounds ranging from fresh graduates to senior professors
The final list of items included 59 (78.6%) tasks and 105(21%) pieces of evidence related to all the 10 programme learning outcomes
Students of master’s in health professional education (MHPE) come from very diverse backgrounds ranging from fresh graduates to senior professors
Summary
Students of master’s in health professional education (MHPE) come from very diverse backgrounds ranging from fresh graduates to senior professors. Majority of them are accustomed to teacher-oriented learning and are usually reluctant to make their own learning goals, identify their own learning needs, and perform self-assessment of their learning activities by keeping a reflective log[1]. For the faculty, keeping a track of individual student learning and inculcating reflective practices required to make them a life-long learner is difficult. Measuring the impact of MHPE in terms of translation of this learning into useful practices at workplace seems an unapproachable task. In a rapidly progressing society where knowledge is created and disseminated fast via electronic tools and the internet as well as the changing educational paradigm to postpositivist approach that is focused on real, student-centred and autonomous learning, the use of new educational tools, like e-portfolio, has become necessary[2]. A portfolio has been defined as a purposeful collection of a person’s work or achievements or learning activity, depending upon the type and purpose of the portfolio, along with
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