Abstract
Objective: The main objective of this study is to assess the feasibility in replacing the portfolio in a low resource setting and its acceptance amongst the students and staff. Synopsis: The objective for the study with regards to using portfolios: is it feasible for the 2 month professorial appointment in a low resource setting and its acceptance amongst the students and staff. Methods: The study was conducted on 259 final year medical students for a period of two years from 2016 to 2018, using the student portfolio maintained by them during their professorial gynaecology and obstetrics appointment which is of 8 weeks duration, and the feedbacks provided by students and staff. Results: Around 2 mini clinical evaluation exercise (CEX) were completed for gynaecology and obstetrics and 1 OSAT each was completed of the five different technical skills by all students. All of them completed the objective structured assessment of technical skills (OSATS) in episiotomy suturing, urine catherization and cannulation, 96% of the students were assessed on their skills for artificial rupture of membrane (ARM) and in setting up as an intravenous drip. Students managed to obtain feedback from patients, peers and nursing officers.100% positive feedback was given by the patients, 97% from peers and 92% from the nursing officers. 80% of all the logs in the portfolio were completed by the students. On an average 2 reflective writings were completed per student. 97% of the students found it as a useful tool and 97% stated that it can be easily completed. Conclusion: Introduction of a portfolio for the obstetrics and gynaecology professorial appointment for medical students is possible, with good student satisfaction despite higher number of student: staff ratios.
Highlights
A portfolio can be defined as a “collection of evidence to prove that learning has taken place”[1]
The study was conducted among the medical students attached to the Professorial Obstetrics and Gynaecology Unit of the Faculty of Medical Sciences, University of Sri Jayawardenepura using 259 portfolios which were maintained during the professorial gynaecology and obstetrics clinical attachment lasts for 8 weeks
Around 2 mini clinical evaluation exercise (CEX) were completed for gynaecology and obstetrics respectively
Summary
A portfolio can be defined as a “collection of evidence to prove that learning has taken place”[1]. It is a method of encouraging adult and reflective learning for professionals. From the student’s aspects, the portfolio enables them to reflect, learn from their experience, and enable deeper and more sustainable learning, helping them to relate theory to practice, and to gain more understanding in individualized care[3]. Evidence of learning can be given through reflective writing where a certain significant medical event is documented and personal reflection showcased in the form of a written article by a student with links to the performance and practical application of theory[1]. The portfolio can be used as a tool for assessing a variety of learning activities that are different in the content, usage, and assessment[4]
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