Role In Other Disciplines Research Articles

Comparing Guidelines to Daily Practice When Screening Older Patients for the Risk of Functional Decline in Hospitals: Outcomes of a Functional Resonance Analysis Method (FRAM) Study.

Dutch hospitals are required to screen older patients for functional decline using 4 indicators: malnutrition, delirium, physical impairment, and falls, to recognize frail older patients promptly. The Functional Resonance Analysis Method was employed to deepen the understanding of work according to the protocols (work-as-imagined [WAI]) in contrast to the realities of daily practice (work-as-done [WAD]). Data have been collected from 3 hospitals (2 tertiary and 1 general) and 4 different wards: an internal medicine ward, surgical ward, neurology ward, and a trauma geriatric ward. WAI models were based on national guidelines and hospital protocols. Data on WAD were collected through semistructured interviews with involved nurses (n = 30). Hospital protocols were more extensive than national guidelines for all screening indicators. Additional activities mainly comprised specific preventive interventions or follow-up assessments after adequate measurements. Key barriers identified to work according to protocols included time constraints, ambiguity regarding task ownership, nurses' perceived limitations in applying their clinical expertise due to time constraints, insufficient understanding of freedom-restricted interventions, and the inadequacy of the Delirium Observation Scale Score in patients with neurological and cognitive problems. Performance variability stemmed from timing issues, frequently attributable to time constraints. The most common reasons for deviating from the protocol are related to time constraints, lack of knowledge, and/or patient-related factors. Also, collaboration among relevant disciplines appears important to ensure good health outcomes. Future research endeavors could shed a light on the follow-up procedures of the screening process and roles of other disciplines, such as physiotherapists.

A85Jake’s story: Teaching interprofessional working through the delivery of a live patient multi-disciplinary team meeting

The World Health Organization (WHO) Framework for Action on Interprofessional Education and Collaborative Practice (2010), states ‘Interprofessional education occurs when two or more professionals learn about, from and with each other to enable effective collaboration and improve health outcomes’ [1]. When healthcare students enter the practice workplace, they are required to work in an interprofessional team and make collaborative decisions to provide safe and effective patient care. With the increasing complexity of patient presentation, increase in life expectancy and disability years coupled with the challenges of resource and delivery within the healthcare system it is vital that practitioners have solid foundational skills in interprofessional working. To facilitate this healthcare educators are being required to think of innovative, authentic and contemptuous pedagogical tools to demonstrate interprofessional working, collaboration and interdisciplinary role awareness. To provide healthcare students with meaningful exposure to interpersonal working educators at Birmingham City University embarked on the design and delivery of a live simulated patient case conference. To promote authenticity the case conference was designed (with consent) around a living patient (Jake) with complex medical and social needs. A team of healthcare educators each took the roles of clinicians from both health, social and tertiary care service. A round table discussion was held related to Jakes’s inpatient care and decisions regarding hospital discharge. Jake has quadriplegic cerebral palsy and substantial medical, social and occupational needs. Jake’s mum is also present, demonstrating the need to have patient and carer collaboration. The session was observed live by students but also filmed and edited into an ongoing simulation learning resource with both clinical and non-clinical learning objectives. A facilitated debrief was held after the session. Feedback and anecdotal analysis of the session showed greater student engagement and understanding of the needs for interprofessional collaboration when discussing patient care and decision-making. The use of a real and living patient meant students could immerse themselves in Jake’s story and feel true empathy with his clinical case. For some students’ knowledge of interprofessional working and the roles of other disciplines proves a challenging concept to master. It is feasible and effective to utilize simulation (live and virtual) as a method of teaching hard to grasp but vital concepts of healthcare practice including interprofessional working and interdisciplinary role awareness. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

An Instructional-Workforce Framework for Coordinated Change in Undergraduate Education

In Short The work of higher education instructors across many types of positions and institutions has been widely recognized as central to systemic change in undergraduate STEM education, and this work likely plays a strong role in other disciplines. The quality of instruction and other educational practices relates directly to the quality of student learning and to equitable and just outcomes for students. We propose an instructional-workforce framework that aligns and links three levers, key facets of organizations that, when applied appropriately, propel changes: the professional development leading to and throughout instructors’ careers, their roles in academic governance, and the evaluation and reward systems related to their work. This framework provides guidance for change agents and initiatives in departments, schools, institutions, and disciplinary and other organizations, as well as for funding agencies, on how to engage with, support, and seek to improve conditions and practices for and with those who teach undergraduates.

An Interprofessional Peer Teacher Training program for health professional students: ‘face to face’ versus ‘online only’.

In 2020, following the disruption of COVID-19, we rapidly moved the interprofessional Peer Teacher Training (PTT) program, traditionally delivered via blended learning to ‘online only’ format. Consisting of seven modules, the PTT program is designed to provide health professional students with opportunities to develop skills in teaching, feedback, assessment, teamwork and communication, in preparation for peer teaching and future practice. This study sought to compare ‘blended learning’ with ‘online only’ delivery. ‘Blended learning’ format, included a one-day face-to-face session, requiring 9 facilitators. Students participated in small group learning activities, and were formatively assessed on their teaching and feedback skills. ‘Online only’ delivery occurred across three weeks, using asynchronous and synchronous activities, requiring 11 facilitators. Students completed a post-course questionnaire. Data were analysed using descriptive statistics and thematic analysis. Eighty-five students completed the program; 36 in ‘blended learning’ and 49 ‘online only’ format, from six disciplines (health sciences, medicine, nursing, pharmacy, oral health and public health). All (100%) ‘blended learning’ and 67% ‘online only’ participants completed the questionnaire. Both sets valued the online reading, discussion boards, videos, with opportunities to practice teaching skills, give and receive feedback. They reported an increased understanding of the roles of other disciplines. However, the ‘face-to-face’ component had some associated benefits, including a more positive attitude towards interprofessional learning and intention to teach. While ‘online only’ delivery of the program provided an effective alternative to the traditional ‘blended learning’ format, additional ‘real-time’ sessions may improve student engagement.

Integrating Interprofessional Collaborative Practice Into Occupational and Environmental Health and Safety Education: Results of a Feasibility Study.

Although occupational health and safety programs are expected to prepare graduates to function in an interprofessional collaborative environment, research to support training in this area is far less common in this discipline than among clinical programs. We incorporated interprofessional education (IPE) competencies into an occupational health and safety course for graduate students in diverse disciplines (public health, engineering, nursing) and evaluated effectiveness. We assessed course offerings for content learning and attitudes toward IPE and analyzed data using a mixed-methods approach. In general, students increased their understanding of the role of other disciplines, confidence in working in interprofessional teams, and valuation of IPE. Introducing IPE competencies into graduate education in worker health and safety is feasible and can equip students to more effectively work in occupational health-oriented multidisciplinary teams.

Meaning and Impact of Interprofessional Simulation Participation for Occupational Therapy Students: A Qualitative Descriptive Study

Occupational therapy programs are incorporating simulation experiences more regularly into their curricula. However, there continues to be a need for more evidence demonstrating simulation benefits, particularly when various client populations, standardized actors, interpersonal skill practice, and multiple disciplines are incorporated into scenarios. The purpose of this qualitative descriptive study was to describe the meaning and impact of participating in an interprofessional simulation for occupational therapy students as part of their current academic preparation and future clinical practice in the hopes of increasing the participants’ interpersonal and clinical reasoning skills. Study participants were entry-level occupational therapy doctoral students (N=64) and their written reflections represented the collected data. The interprofessional simulation involved standardized actors and challenged students’ interpersonal skills as they responded to an unexpected and emotionally charged situation. Data were analyzed line by line and incident-to-incident, and ultimately organized into a categorical structure. There were four major categories: Simulation experience, Student meaning, Future clinical impact, and Multifactorial impact. Study results suggest: 1) occupational therapy students appreciate and benefit from simulation experiences; 2) standardized actors decrease familiarity for students and adds realism; and 3) interprofessional education opportunities contribute to students’ understanding of their own role and the roles of other disciplines. When designing simulation experiences, faculty should consider incorporating unexpected circumstances to challenge the student’s interpersonal skills, using a combination of high fidelity simulations with standardized actors, and including as many disciplines as possible to fully reflect the diversity and extensive skills of the interdisciplinary team.

Mathematical oncology and it's application in non melanoma skin cancer - A primer for radiation oncology professionals.

Cancers of the skin (the majority of which are basal and squamous cell skin carcinomas, but also include the rarer Merkel cell carcinoma) are overwhelmingly the most common of all types of cancer. Most of these are treated surgically, with radiation reserved for those patients with high risk features or anatomical locations less suitable for surgery. Given the high incidence of both basal and squamous cell carcinomas, as well as the relatively poor outcome for Merkel cell carcinoma, it is useful to investigate the role of other disciplines regarding their diagnosis, staging and treatment. Mathematical modelling is one such area of investigation. The use of mathematical modelling is a relatively recent addition to the armamentarium of cancer treatment. It has long been recognised that tumour growth and treatment response is a complex, non-linear biological phenomenon with many mechanisms yet to be understood. Despite decades of research, including clinical, population and basic science approaches, we continue to be challenged by the complexity, heterogeneity and adaptability of tumours, both in individual patients in the oncology clinic and across wider patient populations. Prospective clinical trials predominantly focus on average outcome, with little understanding as to why individual patients may or may not respond. The use of mathematical models may lead to a greater understanding of tumour initiation, growth dynamics and treatment response.

Preparing the future workforce to address the health needs of rural communities – Excellence in Multidisciplinary Education

Introduction : A weekly multidisciplinary program provides regular structured opportunities for students from a wide range of health disciplines and universities across Australia to learn about, from and with each other, and to understand the strengths and limitations of various health disciplines with a focus on primary health care settings. The program prepares students to respond to rural health needs, through enhanced understanding of rural primary health care models and team approaches to the management of chronic conditions. Short description of practice change implemented : Health students from various Australian universities are placed in rural community settings throughout the year. The students attend a weekly multidisciplinary program. The practice changes are: Students gain an awareness of 1 additional support services for people living in rural areas e.g. non-government and not for profit organisations, how they work and the services they provide. 2 gaps in services and barriers to accessing health services in rural areas 3 multidisciplinary collaboration, networking and development of professional partnerships 4 the importance of allied health professionals supporting the health and wellbeing of Australians living in rural communities 5 share resources and ideas, learn about each other’s roles and problem solve as a group 6 practical examples of a team approach to the management of chronic conditions Aim and theory of change : The primary aim of the program are for students to experience: Well supported rural experiential learning experiences which positively influence student perceptions of rural practice Innovation and critical thinking, and develop students’ confidence and leadership skills Targeted population and stakeholders : Health students from a number of disciplines and universities. Stakeholders are universities, community services and organisations Timeline : The program has been in place for 18 months Highlights innovation, Impact and outcomes : The innovation aspects are 1 Real authentic multidisciplinary learning 2 community based 3 regular structured program 4 range of disciplines This program leads to students reporting : increased confidence to work with other disciplines and services in a rural environment increased understanding of the role of other disciplines and services outside of the traditional acute care settings Sustainability : The universities have expressed a commitment for the program to continue as they recognise the value of having their students participate. Transferability : The model could be rolled out across other institutions Conclusions : Students get to experience a real-life application of multidisciplinary training in a real community context, that cannot be replicated in a hospital or university setting. Discussions : Integrated care. Workforce readiness. Ability to work interprofessionally, interdisciplinary and intersectoral. Lessons learned : These program can provide an opportunity to increase students’ capability to work in rural settings and provide a solution to addressing: the lack of understanding of each other’s roles and how they work together the lack of understanding of how community services work together in rural communities

Critical exploration of the new NMC standards of proficiency for registered nurses.

Following its consultation with key stakeholder groups the Nursing and Midwifery Council (NMC) has launched Future nurse: standards of proficiency for registered nurses ( NMC, 2018a ). These compulsory new standards will be available for use in curricula by approved education institutions (AEIs) from the end of January 2019. In this article, the authors provide their personal perspectives on the potential impact of the new standards, particularly focusing on those relating to supporting and assessing students from within the practice environment. The new roles of practice supervisor, practice assessor and academic assessor are explored, making comparisons to the current mentorship role. There is a clear need for effective partnerships between AEIs and healthcare organisations as they lead on the implementation of the standards. They must think creatively about practice placements and provide opportunities for interprofessional supervision, so that students can learn about the roles of other disciplines and how to collaborate in a multidisciplinary team.

A workshop to promote interprofessional care.

Paediatric incontinence has traditionally been managed through a discipline-specific approach by doctors, nurses, physiotherapists and psychologists. We evaluated a workshop aiming to increase health professionals' knowledge, confidence and willingness to involve other health professionals when managing paediatric incontinence. Our 1-day workshop focused on paediatric bedwetting, daytime incontinence, faecal incontinence and neurogenic bladder. Attendees completed surveys before and after the workshop, and 6months later. Differences between health professionals and changes in attitudes, knowledge, confidence and experience before and after the workshop were analysed using descriptive analysis. Qualitative data analysis was undertaken using content analysis. The workshop was attended by 77 clinicians (41 doctors, 19 allied health professionals and 17 nurses). Over two-thirds of respondents acknowledged having average or above average knowledge of and/or confidence in managing bedwetting, daytime urinary incontinence (DUI) and faecal incontinence, with lower baseline knowledge and confidence for neurogenic bladder. Participants who completed the initial and final surveys reported increased knowledge, improved ability to manage patients, better appreciation of the contribution of other disciplines and willingness to refer patients to other disciplines. Of those who saw patients with incontinence, most reported that the workshop had improved their management: 33/35 for bedwetting; 31/35 for DUI; 21/29 for faecal incontinence; and 16/19 for neurogenic bladder. Paediatric incontinence has traditionally been managed through a discipline-specific approach by doctors, nurses, physiotherapists and psychologists DISCUSSION: This study demonstrates that an interprofessional workshop conducted by clinicians from different health professional backgrounds increases clinicians' awareness of the roles of other disciplines and promotes the development of an interdisciplinary approach or multiprofessional collaboration, enabling a more effective, patient-centred, collaborative care model.

An interprofessional approach to managing children with treatment-resistant enuresis: an educational review.

Enuresis (intermittent urinary incontinence during sleep in a child aged ≥ 5 years) is commonly seen in paediatric practice. Despite the availability of effective interventions, treatment resistance is encountered in up to 50% of children. In this educational review we attempt to provide insight into the causes of treatment resistance, and offer practical suggestions for addressing this condition using an interprofessional approach. We explore the pathophysiology of and standard treatments for enuresis and discuss why standard treatments may fail. An interprofessional approach to treatment resistance is proposed which utilises the expertise of professionals from different disciplines to address the problems and barriers to treatment. The two interprofessional approaches include a multidisciplinary approach that involves the patient being sent to experts in different disciplines at different times to address their treatment resistance utilising the skills of the respective experts, and an interdisciplinary approach that involves a patient being managed by members of interdisciplinary team who integrate their separate discipline perspectives into a single treatment plan. Although an interdisciplinary approach is ideal, interdisciplinary teams may not be available in all circumstances. Understanding the roles of other disciplines and engaging clinicians from other disciplines when appropriate can still be helpful when treatment resistance is encountered.

Practicing Collaborative Skills through an Interprofessional Interview with Individuals Diagnosed with Parkinson’s Disease

Objective: To enhance student appreciation for collaboration/team-based care through participation in an interprofessional (IP) history-taking opportunity with individuals diagnosed with Parkinson’s disease (PD). Methods: Eighty-eight self-selected students from Louisiana State University Health-New Orleans and Xavier University College of Pharmacy participated in an IP elective course which included conducting an IP interview with a PD patient. To assess student perspectives regarding the IP interview, the students completed a thirteen item survey and reflection assignment. Results: Eighty-six students completed the survey and twenty-four completed the reflection assignment. 95% of students agreed the team-based interview and the development of an IP plan of care increased their awareness of the multiple perspectives to consider in designing a care plan. The Kruskal-Wallis test indicated a statistically significant difference among programs for survey question numbers two and four. All four IP education competencies (value and ethics, roles/responsibilities, interprofessional communication, teams and teamwork) were highlighted in the reflection assignment. Conclusions: The IP interview allowed students to gain knowledge of PD, better understand the role of other disciplines, and create a holistic plan of care.

Interprofessional Education Workshop Outcomes: Learning and Understanding Professional Roles in Stroke Care

Background and Purpose. If patient outcomes are to be optimized, students from every health care discipline should be prepared to work in interprofessional teams. The purpose of this paper was to describe a novel interprofessional education (IPE) stroke workshop for health care studies across 8 disciplines. An additional purpose was to examine changes in student learning outcomes and understanding of the roles of other disciplines in stroke care following an interprofessional stroke workshop. Description and Evaluation. Participants completed a multistaged interprofessional workshop that included collaborative history taking with a real patient and development of a comprehensive plan of care. Of the 413 students from 8 health care disciplines who participated in the workshop, 334 participants completed pre and posttests and permitted use of their data to measure outcomes. Study participants included 29 physical therapist (PT) students, as well as students from athletic training, health management systems, physician assistant studies, occupational therapy, pharmacy, nursing, and speechlanguage pathology. Outcomes. Analysis of pre and posttest results demonstrated significant changes in some but not all aspects of the students’ understanding of stroke, as well as each discipline's role and responsibility in stroke prevention, diagnosis, and treatment. The results for the PT students were similar to the results demonstrated by the entire group. Discussion and Conclusion. Although examination of pre and posttest scores demonstrated that IPE involving collaborative practice activities can help prepare students to work in interprofessional teams, less learning related to professional roles and responsibilities occurred than expected. The workshop faculty plan to use the results of the current study to develop, refine, and examine future IPE activities.

Interprofessional education increases knowledge, promotes team building, and changes practice in the care of Parkinson's disease

ObjectiveExamine outcomes for the National Parkinson Foundation (NPF) Allied Team Training for Parkinson (ATTP), an interprofessional education (IPE) program in Parkinson's disease (PD) and team-based care for medicine, nursing, occupational, physical and music therapies, physician assistant, social work and speech-language pathology disciplines. BackgroundHealthcare professionals need education in evidence-based PD practices and working effectively in teams. Few evidence-based models of IPE in PD exist. MethodsKnowledge about PD, team-based care, the role of other disciplines and attitudes towards healthcare teams were measured before and after a protocol-driven training program. Knowledge, attitudes and practice changes were again measured at 6-month post-training. Trainee results were compared to results of controls. ResultsTwenty-six NPF–ATTP trainings were held across the U.S. (2003–2013). Compared to control participants (n = 100), trainees (n = 1468) showed statistically significant posttest improvement in all major outcomes, including self-perceived (p < 0.001) and objective knowledge (p < 0.001), Understanding Role of Other Disciplines (p < 0.001), Attitudes Toward Health Care Teams Scale (p < 0.001), and the Attitudes Toward Value of Teams (p < 0.001) subscale. Despite some decline, significant improvements were largely sustained at six-month post-training. Qualitative analyses confirmed post-training practice changes. ConclusionsThe NPF–ATTP model IPE program showed sustained positive gains in knowledge of PD, team strategies and role of other disciplines, team attitudes, and important practice improvements. Further research should examine longer-term outcomes, objectively measure practice changes and mediators, and determine impact on patient outcomes.

Implementation of an Interprofessional Educational Model

Despite literature that supports the benefits of interprofessional collaboration among healthcare practitioners, such as better patient outcomes and more efficient use of resources, many education programs continue to educate in silos, leading to a lack of awareness of the role of other disciplines. The nurse practitioner role, as example, requires positive collaboration with other healthcare providers, including physicians. The authors describe the development, implementation, and evaluation of an innovative interprofessional clinical educational model that was integrated into a nurse practitioner curriculum, as well as lessons learned during the first 2 years this program has been in place.

Preparing rehabilitation healthcare providers in the 21st century: Implementation of interprofessional education through an academic-clinical site partnership

Health profession education programs often struggle with barriers to implementing interprofesssional educational (IPE) initiatives, limiting early and consistent exposure of students to core IPE competencies. Few published reports are available to guide the implementation of IPE programs into practice. This article describes a successful and evolving partnership between an independent university and a tertiary care hospital. The IPE goals of this partnership were to expose students to roles of other disciplines in the complex hospital environment and integrate acute care exposure throughout the Doctor of Physical Therapy and Master of Science in Occupational Therapy curricula. Faculty and students, patients and families, and occupational and physical therapy clinicians participated in a series of learning activities in an acute care setting involving interprofessional teams of students. Activities included observations of OT and PT clinicians providing standard patient care, practice conducting team patient interviews, and interactive treatment planning sessions conducted live via videoconferencing technology between a patient's hospital room and an academic classroom on the university campus. The activities generally were designed to improve student preparedness for working as part of an interprofessional team in an acute care setting. Student and clinician feedback support the early development of student IPE competencies, including the appreciation and understanding of professional roles in the team approach to patient care and the development of effective communication skills. The partnership between the academic institution and tertiary care hospital is an effective vehicle to deliver and sustain IPE educational initiatives in the acute care setting. Current and planned IPE curriculum integration are discussed along with a preliminary analysis of IPE outcomes.

THE USE OF ANECDOTES IN TEACHING THE INTRODUCTORY STATISTICS FOR THE PROSPECTIVE TEACHERS

Anecdotes can produce an emotional and simple response that decreases stress and anxiety in a classroom. The use of anecdotes in building concepts of statistics can support an effective way of teaching and learning statistics. Particularly, we demonstrate several anecdotes including pictures as the medium of image that are designed to motivate statistical ideas by placing them at the beginning of a lecture and by appealing to prospective teachers weighed down. Our purpose is that under the constructivist view, prospective teachers have an opportunity effectively to teach statistical concepts using humorous anecdotes and to experience significant beliefs on identifying some frequent misconceptions in statistics. At this procedure, the anecdotal teaching practice is concerned with describing and evaluating many humorous anecdotes we have found useful in teaching introductory statistics. We hope that this paper can be helpful to prospective teachers who will teach students such topics as descriptive statistics, sampling, and hypothesis testing.

An integrative learning experience within a mathematics curriculum

We developed four separate scenarios focusing on the connections between mathematics, biology, and social sciences. This structure facilitated the coordination of faculty from seven academic departments on campus. Each scenario had students from different majors build mathematical models, gather information from their respective disciplines, and develop a final presentation that included a committee consensus on how to approach the problem in a practical way. As a result, students learned how mathematics plays a role in other disciplines and how insight from different points of view affects the approach taken to a complex problem.

The Benefits of an Interdisciplinary Collaborative Learning Experience: The Student Perspective on Outcomes

Increasingly, human service professionals require knowledge from other disciplines to de- velop, and implement comprehensive treatment/intervention plans. Collaborative decision-making and information sharing among the helping professions ensures that consideration is given to all of the factors affecting intervention and outcome and is a skill that is most effectively learned during pre- professional training. The Student Interdisciplinary Day project is a series of didactic and group learningexperiencesdesignedtopromotethepre-requisiteskillsforeffectivecollaboration.Thepurpose of this study was to qualitatively examine student perspectives on the benefits of participating in this interdisciplinary learning experience. Graduate students (n=16) from clinical psychology, education, social work and physical therapy were selected to participate in a focus group. From the data, the following themes emerged: (1) increased understanding of the professional roles of other disciplines; (2) better awareness of professional role overlap; (3) an appreciation for the importance of collabor- ation;(4)understandingthatconflict canarisewithininterdisciplinaryteams;(5)realizingtheimport- ance of leadership; and (6) the development of increased confidence in one's ability to collaborate. The findings reveal the importance of including opportunities for interdisciplinary interaction and collaboration in graduate school curriculums.

O uso do portfólio na formação em fonoaudiologia sob o eixo da integralidade

OBJETIVOS: investigar o portfólio como instrumento de avaliação e aprendizagem em um Curso de Fonoaudiologia e verificar as expectativas e conhecimento acerca da Fonoaudiologia. MÉTODOS: pesquisa retrospectiva de abordagem qualitativa e quantitativa, aprovada pelo Comitê de Ética em Pesquisa, corpus de 24 sujeitos, do 1º ano do curso de graduação em Fonoaudiologia que cursaram a disciplina História da Fonoaudiologia. A coleta de dados ocorreu por meio de portfólios e depoimentos escritos dos sujeitos. Foram aceitas mais de uma resposta nas categorias de análise. Para análise estatística foram utilizados os Testes Exato de Fischer e Qui-Quadrado. RESULTADOS: os portfólios evidenciam quanto à visão inicial da Fonoaudiologia que 53% dos sujeitos (n=15) indicaram conhecer a profissão por contato anterior e 40% referiram pouco conhecimento da profissão ao ingressar no Curso. 71% dos sujeitos (n=24) apontaram o ajudar/lidar com as pessoas como uma das principais razões da escolha da Fonoaudiologia. Quanto aos depoimentos escritos, 71% (n=24) dos sujeitos referiram que o portfólio possibilitou reflexão e 50% que foi um meio de aquisição de conhecimento quanto à contribuição do portfólio. CONCLUSÃO: os achados mostram que o portfólio se constitui como importante instrumento processual e reflexivo. Verificam-se mudanças no decorrer da disciplina, em relação às expectativas iniciais e ao conhecimento dos sujeitos acerca da Fonoaudiologia. Contribui para a definição da escolha da profissão, em alguns casos, e favorece a percepção acerca do papel das demais disciplinas, angústias comuns entre os alunos, nessa época da graduação.