Abstract
BackgroundLittle is known about how best to implement portfolio-based learning in medical school. We evaluated the introduction of a formative e-portfolio-based supervision pilot for final year medical students by seeking views of students, supervisors and graduates on use and educational effects.MethodsStudents and supervisors were surveyed by questionnaire, with free text comments invited. Interviews were held with new graduates in their first Foundation Programme placement.ResultsMost students used the e-portfolio (54%) and met with their supervisor (62%) ‘once or twice’ only. Students had more negative views: 22% agreed that the pilot was beneficial, while most supervisors thought that e-portfolio (72%) and supervision (86%) were a ‘good idea’. More students reported supervision meetings benefited learning (49%) and professional development (55%) than the e-portfolio did (16%; 28%). Only 47% of students felt ‘prepared’ for future educational processes, though graduates noted benefits for navigating and understanding e-portfolio building and supervision. Factors limiting engagement reflected ‘burden’, while supervision meetings and early experience of postgraduate processes offered educational value.ConclusionFinal year students have negative attitudes to a formative e-portfolio, though benefits for easing the educational transition are recognised by graduates. Measures to minimize time, repetition and redundancy of processes may encourage use. Engagement is influenced by the supervisor relationship and educational value may be best achieved by supporting supervisors to develop strategies to facilitate, and motivate self-directed learning processes in undergraduates.
Highlights
Little is known about how best to implement portfolio-based learning in medical school
Questionnaires were received from 182 of 355 (51%) students and 125 of 176 (71%) supervisors. These response rates are good for this type of electronic survey, and while respondent bias cannot be excluded, representation of half of the student cohort provides some reassurance that a range of opinions has been gained
In our pilot programme we introduced a personal development e-portfolio, which had a format and content that closely reflected the one used by graduates in order to increase the salience of the tool
Summary
Little is known about how best to implement portfolio-based learning in medical school. We evaluated the introduction of a formative e-portfolio-based supervision pilot for final year medical students by seeking views of students, supervisors and graduates on use and educational effects. Portfolios are increasingly used in healthcare education to support learning, personal and professional development and assessment. Whilst popular amongst educators, portfolio use has had mixed responses from learners: significant issues cited by graduate doctors have been the burden and bureaucracy of the process [2, 3]. Medical students have raised concern about the time-consuming workload of a portfolio [4] and the purpose and benefit of reflective writing [5]. There is some evidence that an electronic (e-) format may increase student motivation, with greater time spent in portfolio preparation [6]. Despite the ubiquity of technological access, no benefits of an online portfolio for medical student satisfaction or portfolio quality have been demonstrated [7]
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