Development of e‐portfolio in undergraduate clinical dentistry: How trainees select and reflect on evidence

Greviana, Nadia; Mustika, Rita; Soemantri, Diantha

doi:10.1111/eje.12502

Cited by 18 publications

(38 citation statements)

References 31 publications

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“…18 The use of a reflective e-portfolio with guided reflection (involving mentors who facilitate further discussions and provide feedback for students' reflection) may facilitate this process during this era of physical distancing. 35 Finally, we are aware of our study's limitations. First, this study was conducted in only one medical school; hence, the results have limited generalizability.…”

Section: Discussionmentioning

confidence: 92%

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Exploring medical students’ professional identity formation through written reflections during the COVID-19 pandemic

Findyartini

Anggraeni

Husin

et al. 2020

J Public Health Res

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Background Disruptions due to the COVID-19 pandemic have forced medical schools around the world to adapt. Major changes in curriculum delivery during the pandemic have impacted medical students’ professional development. We assess undergraduate medical students’ adaptations and Professional Identity Formation (PIF) by exploring their written reflections. Methods This phenomenology study analyzes undergraduate medical students’ written reflections. We perform a thematic analysis to identify emerging themes. Results We purposively selected 80 written reflections, considering the students’ year of study, gender, GPA, and education stage (preclinical or clinical). Three themes emerged: students’ adaptation processes and coping strategies in facing the pandemic; their adaptation processes for learning; and their perceived roles as medical students during the pandemic. Conclusions Adaptive coping mechanisms were implemented by medical students in this study. The socialization processes that promote professional identity formation may change due to the tremendous disruption wrought by the pandemic; this has prompted our investigation of students’ roles and various ways of interacting with role models. We highlight the importance of the medical school supporting students’ adaptations and professional identity formation during this pandemic.

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Section: Discussionmentioning

confidence: 92%

“… 18 The use of a reflective e-portfolio with guided reflection (involving mentors who facilitate further discussions and provide feedback for students’ reflection) may facilitate this process during this era of physical distancing. 35 …”

Section: Discussionmentioning

confidence: 99%

Exploring medical students’ professional identity formation through written reflections during the COVID-19 pandemic

Findyartini

Anggraeni

Husin

et al. 2020

J Public Health Res

Self Cite

View full text Add to dashboard Cite

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“…Given the collectivist culture, students tend to be more comfortable discussing sensitive issues such as professional dilemmas in groups rather than individually, especially as the issues occurred in a learning situation in which students were afraid of the impact of personally speaking up towards their grades [ 18 ]. In addition, reflective ability and level of familiarity with narrative reflection among Indonesian health profession students were varied [ 28 ], hence having professional dilemma discussed in a group may somewhat facilitate individual reflection.…”

Section: Discussionmentioning

confidence: 99%

“To obey or not to obey” - Medical students’ response towards professional dilemmas in a hierarchical and collectivist culture

et al. 2021

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Background Clinical clerkship programme in medical schools were developed to provide students with direct interactions with patients and observe clinical teachers in practice. However, professional dilemmas are prone to occur due to the nature of experiential learning. Several studies across different cultures showed that medical students responded differently towards professional dilemma. Aims This study aims to explore how medical students respond to professional dilemmas occurred during their clinical clerkships and to what extent culture influences the responses. Method A qualitative descriptive approach was used in this study. We conducted four focus group discussions with final year medical students who were selected using maximum variety sampling method. Thematic analysis was conducted following the transcription of the focus groups. Results We identified the impact of dilemmas on students’ emotions and concerns, students’ responses towards professional dilemmas, and factors affecting responses to dilemmas in clinical clerkship, which confirmed that cultures played roles in how students responded towards professional dilemmas. Conclusion This study has identified that culture, to some extent, influenced the way students responded to professional dilemmas. Therefore, it is paramount to develop a conducive and culturally sensitive educational environment and students’ ability to learn from professional dilemma experienced in the workplace for developing their professional identity.

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“…This process may also increase the participation and utilization of e-portfolio as learning and self-reflection instruments. 17,19 In addition, the formative and summative assessments of selfreflection made in the e-portfolio can also be conducted in accordance with the concept that assessment can support further learning. 20 However, the students' FGD results also demonstrate that most students were hesitant to have their self-reflection assessed, and instead preferred a hidden self-reflection feature.…”

Section: Discussionmentioning

confidence: 99%

E-portfolio system development for undergraduate clinical dentistry: An action research study in one university

2020

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Introduction: Higher education institutions are responsible for accommodating students to synthesise the knowledge and skills they obtained in the classroom or workplace through reflections. In the field of health professional education, the use of e-portfolio has provided an empirically validated conceptual model of integrated knowledge and learning. Therefore, it is essential to analyse the need to establish a new platform to engage stakeholders and thus ensure daily use of e-portfolio by students in undergraduate dentistry program in Indonesia. The present study was aimed to develop an e-portfolio platform based on a needs analysis and explore stakeholders’ perceptions following its implementation. Methods: The present study was a participatory action research study using a cross-sectional design with a qualitative approach that involved trainees and supervisors in an undergraduate clinical dentistry program. The study was divided into three stages: the exploration stage, the pilot study stage, and the evaluation stage of the e-portfolio platform. Data were collected using in-depth interviews and focus group discussions with stakeholders, which included faculty members and students. Data were analysed thematically. Results: The e-portfolio platform was developed according to the results of the needs analysis stage while considering stakeholders’ expectations and expected features. The results of the evaluation stage indicated a positive response from respondents. Respondents considered the e-portfolio to be very useful in students’ professional development, as it helped students to understand the content, assisted in learning, and improved their understanding of self-reflection. Conclusion: Performing a needs analysis prior to the development of an e-portfolio system provided information on technical issues regarding its development as well as the adequate supporting system required prior to its implementation. Although the implementation of the e-portfolio developed in this early stage was not conducted ideally, students reported a satisfactory impact on their learning.

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Development of e‐portfolio in undergraduate clinical dentistry: How trainees select and reflect on evidence

Cited by 18 publications

References 31 publications

Exploring medical students’ professional identity formation through written reflections during the COVID-19 pandemic

Exploring medical students’ professional identity formation through written reflections during the COVID-19 pandemic

“To obey or not to obey” - Medical students’ response towards professional dilemmas in a hierarchical and collectivist culture

E-portfolio system development for undergraduate clinical dentistry: An action research study in one university

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