Medical Student Portfolios: Their Value and What You Need for Successful Implementation

Dallaghan, Gary L. Beck; Coplit, Lisa; Cutrer, William B.; Crow, Sheila

doi:10.1097/acm.0000000000003456

Cited by 12 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

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“…• Reflective learning: 7,11,47,53,54,56,57,61,62,64,66,68,69,72,74,75,79,80,86,87,91,101,108 ○ Links practical experience with pre-existing medical knowledge 108…”

Section: Learningmentioning

confidence: 99%

“…○ Provides a platform to express inner dialogue 7 • Self-directed learning 7,11,53,54,62,64,65,67,71,73,91,101,102,105,109,115,117,126 ○ Identify personal learning needs 11,115 ○ Individualise learning goals and plans 110 • Workplace-based learning 66,115,131 ○ Encouraged by clinical components of portfolio 66 • Group learning 130,132 Assessment • Formative Assessment 1,3,5,7,47,60,61,68,75,76,78,84,85,101,106,116,117,124,133 ○ Platform to receive constructive feedback 60,68,116,…”

Section: Collection and Selection Of Work Samples To Allow For Reflec...mentioning

confidence: 99%

“…Mentorship refers to a system where students are assigned to faculty throughout their training and portfolio creation to coach them 54,57,101 , engage them in supportive dialogue 63,64,108,118,148 , provide feedback 1,61,63,64,133 and encourage them to fully engage with their portfolios 74,78,103,131,146 .…”

Section: Increase Mentorshipmentioning

confidence: 99%

“…Easily transferable when needed in the future 80 to facilitate job applications 103,104 or acquisition of letters of recommendation for future training 80 ○ Helps to ease transition to postgraduate educational practice 74 as portfolios and portfolio assessment are often utilised at postgraduate level 55 • Improves teaching within undergraduate programs ○ Improves faculty's understanding of students Better understand students' thinking and attitudes 65 Directs discussion during meetings with advisees 65,74 ○ Identifies gaps in the curriculum 56,101 such as through providing opportunities for students to evaluate teaching activities 56 • Helping students to develop better rapport with others including patients 62,118,122 , clinical teams 62 and other students 132 small, professional learning milestones that all students need to attain before proceeding to the next competency-based stage. These are requisite knowledge, skills and attitudes all soon-to-be clinicians must have.…”

mentioning

confidence: 99%

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Medical Student Portfolios: A Systematic Scoping Review

Tan

Ting

Hong

et al. 2022

Journal of Medical Education and Curricular Development

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Phenomenon Medical Student Portfolios (MSP)s allow medical students to reflect and better appreciate their clinical, research and academic experiences which promotes their individual personal and professional development. However, differences in adoption rate, content design and practice setting create significant variability in their employ. With MSPs increasingly used to evaluate professional competencies and the student's professional identity formation (PIF), this has become an area of concern. Approach We adopt Krishna’s Systematic Evidence-Based Approach to carry out a Systematic Scoping Review (SSR in SEBA) on MSPs. The structured search process of six databases, concurrent use of thematic and content analysis in the Split Approach and comparisons of the themes and categories with the tabulated summaries of included articles in the Jigsaw Perspective and Funnelling Process offers enhanced transparency and reproducibility to this review. Findings The research team retrieved 14501 abstracts, reviewed 779 full-text articles and included 96 articles. Similarities between the themes, categories and tabulated summaries allowed the identification of the following funnelled domains: Purpose of MSPs, Content and structure of MSPs, Strengths and limitations of MSPs, Methods to improve MSPs, and Use of E-portfolios. Insights Variability in the employ of MSPs arise as a result of a failure to recognise its different roles and uses. Here we propose additional roles of MSPs, in particular, building on a consistent set of content materials and assessments of milestones called micro-competencies. Whislt generalised micro-competencies assess achievement of general milestones expected of all medical students, personalised micro-competencies record attainment of particular skills, knowledge and attitudes balanced against the medical student’s abilities, context and needs. This combination of micro-competencies in a consistent framework promises a holistic, authentic and longitudinal perspective of the medical student’s development and maturing PIF.

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“…• Reflective learning: 7,11,47,53,54,56,57,61,62,64,66,68,69,72,74,75,79,80,86,87,91,101,108 ○ Links practical experience with pre-existing medical knowledge 108…”

Section: Learningmentioning

confidence: 99%

Section: Collection and Selection Of Work Samples To Allow For Reflec...mentioning

confidence: 99%

Section: Increase Mentorshipmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Medical Student Portfolios: A Systematic Scoping Review

Tan

Ting

Hong

et al. 2022

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

show abstract

“…While this is a routine aspect of every patient's treatment, most block rotation curricula do not systematically use student e-portfolios and individualised learner handover to allow for the benefits of a supervision continuum. 7 Individualised learner handover may include agreed upon individual entrustment goals, progress made and specific support needs from one supervisor to the next.…”

Section: Learner Handovermentioning

confidence: 99%