Abstract
Background. New challenges of permanently changing context of healthcare system requires new methods of medical education and new assessment tools, as well. Competency-based Medical Education (CBME), framework which has been adopted as a new approach in medical education, needs appropriate assessment tool such as portfolio. Portfolio is learner-centered assessment instrument which evaluates learner’s progression towards outcomes and enables both residents and teachers to engage in a process of learning through assessment.
 Objective. In this paper we aim to share our successful experience of an effective use of web-based 5-Dimensional Electronic Portfolio (5DeP) as an assessment tool in the Pilot Group.
 Methods. Pilot Group of sixteen residents (six first year residents of Obstetrics/Gynecology and ten first year residents of Internal Medicine. Tbilisi State Medical University Institute of Postgraduate Medical Education and Continuous Professional Development) and twelve mentors (four Obstetrics/Gynecology mentor and eight Internal Medicine mentors) reported some feedback about 5-Dimensional Electronic Portfolio (5DeP) as a new assessment tool.
 Results. Feedback about 5-Dimensional Electronic Portfolio (5DeP) as a new assessment tool from mentors and students demonstrated efficiency of the program. It enables assessment within a framework of transparent and declared criteria and learning objectives; provides a model for lifelong learning and continuing professional development; increases competence in a wider context with benefits to both professional and personal roles; improves organizing skills.
 Conclusions. 5DeP have been recognized as an extremely effective assessment tool.
Highlights
The fundamental changes in health care and the complexity of health problems have radically changed the role of Physicians in the health care system and mounted different challenges in terms of their under- and post graduate education, and continuous profes sional development
We aim to provide guidance to program directors for implementation of an electronic portfolio (e-portfolio) by reporting our successful experience of an effective use of web-based e-portfolio system in Internal Me dicine and Obstetrics/Gynecology residency programs of Tbilisi State Medical University, where the 5-Dimensional Electronic Portfolio (5DeP) was introduced with support of United Nations Population Fund (UNFPA) in 2015
Module 3 – Interim Portfolio Assessment Form/Final Portfolio Assessment Form (IPAF/ FPAF). This module is designed for the Program Director to perform consistent monitoring of training process and provide:
Summary
The fundamental changes in health care and the complexity of health problems have radically changed the role of Physicians in the health care system and mounted different challenges in terms of their under- and post graduate education, and continuous profes sional development. Over the last two decades, Competency‐ Based Medical Education (CBME) frameworks have been internationally adopted as the pri mary educational approach in medicine. CBME is a learner-centered, active, and lifelong ex perience that incorporates feedback between the teacher and the learner to fulfill the desired competency outcomes [1]. The dossier portfolio, containing man dated records of achievement. 2. The training portfolio, containing a man dated collection of acquired skills and compe tencies, in a fixed format, with some reflective comments on selected evidence. New challenges of permanently changing context of healthcare system requires new methods of medical education and new assessment tools, as well. Competency-based Medical Education (CBME), framework which has been adopted as a new approach in medical education, needs appropriate assessment tool such as portfolio. Portfolio is learner-centered assessment instrument which evaluates learner’s progression towards outcomes and enables both residents and teachers to engage in a process of learning through assessment
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