Everybody is able to reflect, or aren't they? Evaluating the development of medical professionalism via a longitudinal portfolio mentoring program from a student perspective

Abstract

Introduction: Reflective competence is fundamental for responsible medical practice and must be systematically incorporated in medical training. To promote this, a longitudinal portfolio-based mentoring program was made mandatory at the Medical Faculty of the University of Tübingen in 2013. This study examines medical students' attitudes toward professional reflection and toward the program in general to draw conclusions about conditions as well as the needs-based design of the program. Method: In winter semester 2017/18, a retrospective questionnaire survey with free text fields was conducted (total sample: N=1.405; students S 1-9; response 37%; S 1-4 “Pre-clinic”: n=231; S 5-9 “Clinic”: n=241). Opinion trends of semester groups were identified through seven semi-structured interviews with semester speaker and peer tutors. Results: Differences in understanding and attitudes resulted in three positions: 1=approval, 2=ambivalence, 3=rejection. All three groups included individuals from pre-clinical and clinical settings with varying levels of experience. Prior experience and hidden curriculum influenced the position. Opinion trends confirmed the feedback. Conclusion: Although reflection appears in the National Competence-based Learning Objectives Catalogue for Medicine (NKLM), reflective competence is not regarded as equivalent to other study content. Motivation, commitment on the part of the mentors, and a trusting mentor-mentee relationship are effective. The flexibility of the portfolio in terms of content and methodology, as well as the curricular integration of the program are also beneficial.

Navigating the Portfolio Landscape: Examining Lecturers’ and Students’ Perspectives on Portfolio Assessment Practices

“…For example, Davis et al [15] and Salah ElDin et al [17] found that while some students appreciated the opportunity for self-reflection and showcasing their work through portfolios, others expressed concerns about the time and effort required to compile and maintain them. Similarly, Schrempf et al [30] and Salah ElDin et al [17] reported that students valued the authentic assessment opportunities provided by portfolios but struggled with understanding the assessment criteria and expectations.…”

“…Students' attitudes toward portfolio assessment practices play a crucial role in their acceptance and engagement. Research by Nungari [11], Suwaed [13], and Schrempf et al [30] demonstrated that students' positive attitudes toward portfolio assessment were associated with higher levels of motivation and commitment to learning. Conversely, students with negative attitudes may resist or disengage from the assessment process, impacting the validity and reliability of the assessment outcomes [30].…”

Learning to teach in medical education

“…This issue discusses a number of topics that may deserve a place in teacher training programs. Schrempf et al [ 10 ] describe the relevance of mentoring and guiding students in reflecting on their competence development. It may also be relevant if teachers recognise when students are using intuitive concepts, as described in the article by Harendza & Herzog [ 11 ].…”

Modelling the Effect of Age, Semester of Study and Its Interaction on Self-Reflection of Competencies in Medical Students

“…In view of the current National Competence-Based Learning Objectives Catalogue (NKLM), describing competencies and learning objectives as a guideline for German faculties and therewith for curriculum development, competency-based medical education (CBME) has become a main approach in medical education and teaching methods [ 14 , 15 ]. Because self-reflection is described within the NKLM as an integrative part of the medical curricula, recently, Schrempf et al presented approaches concerning how to integrate this fundamental and important tool within the educational practice [ 16 ].…”