Collective portfolio: assessment of teaching and learning in health undergraduate courses

Abstract

The potential of the reflective collective portfolio as a method of teaching, learning and assessment needs to be emphasized. The objectives is to assess and validate the quality of the collective portfolio as a method of teaching, learning and assessment in the training of health professional. Portfolio quality was analyzed using an inventory of analysis that was adapted and tested for this study. In total, 70 portfolios were analyzed. The Kappa test was used to analyze reproducibility, confirming the level of agreement between the appraisers. Descriptive analysis and the t-test were performed to compare results from the years the portfolios were produced. The constructs (layout and organization, comprehensive, reflective, critical and creative thought) exhibited Cronbach alpha values above 0.7, confirming the high reliability of the tool. The weighted Kappa test revealed an elevated and significant agreement (+90%) between the appraisers. Notably, certain items and constructs exhibited significant differences over the years. All of the constructs were assessed better from 2011 onwards, when the assessment and self-assessment tool was implemented. The success of the portfolio depends on strategies that provide students with greater clarity and forms of developing the method.

Development of an electronic learning progression dashboard to monitor student clinical experiences

“…3,4 To meet this requirement, medical and dental schools have developed education portfolios for monitoring students' progress. [5][6][7] A graduating dental student must demonstrate competence in a range of procedures and presentations. Large amounts of data about students' progress and patient-encounters are currently collected through handwritten log books, score sheets containing clinical data, or personal digital assistants.…”

“…The emergence of competency‐based training necessitates a more detailed account of what students are learning during their clinical studies 3,4 . To meet this requirement, medical and dental schools have developed education portfolios for monitoring students’ progress 5–7 . A graduating dental student must demonstrate competence in a range of procedures and presentations.…”

Educação Problematizadora Nas Ações De Integração Ensino-Serviço E Promoção À Saúde Nos Territórios

“…Frise-se que essas atividades da SACI são analisadas processualmente pelos discentes, uma vez que devem elaborar portfólios. O portfólio é um instrumentoestratégia de estimulação do pensamento reflexivo ao incentivar o discente a colecionar suas reflexões e impressões sobre a disciplina, opiniões, dúvidas, dificuldades, reações aos conteúdos e aos textos estudados, às técnicas de ensino, sentimentos e situações vividas nas relações interpessoais, oferecendo subsídios para ciência plural a sua auto avaliação e do educador, acerca dos conteúdos e metodologias de ensinoaprendizagem, possibilitando estimar o impacto da disciplina 9 .…”

“…Portanto, a problematização permite ressignificar as descobertas realizadas, formulando um conhecimento novo de forma ativa. Este processo cria as condições para a aprendizagem significativa e permite a intervenção sobre a realidade para viabilizar uma ação transformadora 9 .…”

Cognitive competence: comparing learning between traditional classroom and active classroom

“…In the twentyfirst century, changes are required that demand different university agents (teachers, students, and managers) to act with audacity and courage in order to transform. [1][2][3] We need to implement formative processes with a humanistic focus centered on the human person, to overcome the technical-positivist (traditional) paradigm, towards the critical-reflexive (interpretative) paradigm, based on active participation. 1,[4][5][6] These transformations require a significant turnaround from the pedagogical, epistemological and psychosocial points of view, preparing the student for the dynamicity of life, which interferes with living conditions and the production of knowledge.…”