Effect of portfolio assessment on student learning in prenatal training for midwives

Abstract

The tendency to use portfolios for evaluation has been developed with the aim of optimizing the culture of assessment. The present study was carried out to determine the effect of using portfolios as an evaluation method on midwifery students' learning and satisfaction in prenatal practical training. In this prospective cohort study, all midwifery students in semester four (n=40), were randomly allocated to portfolio and routine evaluation groups. Based on their educational goals, the portfolio groups prepared packages which consisted of a complete report of the history, physical examinations, and methods of patient management (as evaluated by a checklist) for women who visited a prenatal clinic. During the last day of their course, a posttest, clinical exam, and student satisfaction form were completed. The two groups' mean age, mean pretest scores, and their prerequisite course that they should have taken in the previous semester were similar. The mean difference in the pre and post test scores for the two groups' knowledge and comprehension levels did not differ significantly (P>0.05). The average scores on questions in Bloom's taxonomy 2 and 3 of the portfolio group were significantly greater than those of the routine evaluation group (P=0.002, P=0.03, respectively). The mean of the two groups' clinical exam scores was significantly different. The portfolio group's mean scores on generating diagnostic and therapeutic solutions and the ability to apply theory in practice were higher than those of the routine group. Overall, students' satisfaction scores in the two evaluation methods were relatively similar. Portfolio evaluation provides the opportunity for more learning by increasing the student's participation in the learning process and helping them to apply theory in practice.

Opiniones de alumnos y docentes en cuanto a la evaluación de competencias mediante el uso del portafolio en medicina

“…En los últimos años diferentes autores, coinciden en que dicha experiencia de aprendizaje y evaluación les brinda a los alumnos la posibilidad de reflexionar sobre sus prácticas, destacando el potencial que tiene para profundizar el análisis del proceso de enseñanza 15-16-17 . En función de la reflexión por parte del docente diversos autores acuerdan acerca de las posibilidades que le brinda el portafolio de la posibilidad de detectar necesidades nuevas, revisar lo planificado en el programa y reflexionar acerca de su propia práctica docente [2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18] . Similar observación es compartida por Haffling et al 20 quien destaca al portafolio como una herramienta potencial para el aprendizaje y la evaluación de su profesionalismo haciendo hincapié en el desarrollo de la reflexión de sus prácticas.…”

Acceptability and potential impacts of innovative E-Portfolios implemented in E-Learning systems for clinical training

“…The impact of E-learning can be enhanced by its incorporation into workplace-based learning 3 and within an interprofessional and interdisciplinary environment 4, 5. A portfolio, an integral component of E-learning, is a holistic framework that facilitates the development of professional attributes and lifelong learning capacities 6, 7. Students' portfolios are authentic evidence of their graduate profile, clinical experiences, and achievements 8, 9.…”

Portfolios and Assessment of Personal Protective Devices Course Learning

“…[19][20][21] Another study showed the positive effect of portfolio assessment on student learning in prenatal training for midwives. 22 Teachers have demonstrated the role of formative assessment on learning of students. 23 Other studies have examined new methods of assessment, such as the portfolio method.…”