Introducing a portfolio assessment in a pre-professional osteopathy program

Abstract

1Introducing a portfolio assessment to a pre-professional osteopathy program. 2 ABSTRACTPortfolios are used in the education of health professionals across numerous professions including medicine, nursing, dentistry and physiotherapy. Portfolios are a collection of evidence of learning and reflection, both of which are required to be a capable healthcare professional.The current paper describes how a portfolio is to be introduced into the assessment of the final year of a pre-professional osteopathy program. A discussion of the introduction, structure, mentoring and assessment of the portfolio is provided, along with how the implementation of the portfolio will be reviewed.

The DREEM, part 1: measurement of the educational environment in an osteopathy teaching program

“…Numerous studies [ 2 , 21 , 24 , 25 ] using the DREEM have highlighted the same factual learning issue, and it has been suggested this response indicates that students are employing surface learning strategies to the detriment of deeper learning. A review of the osteopathy program is currently underway and it is anticipated that the result will include changes to the delivery of content, inclusion of peer and near-peer teaching [ 2 , 24 ], extension of the current portfolio [ 26 ] to year levels beyond year 5, assessments that do not emphasise factual learning and an integrated curriculum [ 24 ], all of which will assist in encouraging deeper learner engagement and improve the educational environment.…”

Pain knowledge and fear-avoidance beliefs of French osteopathy students and educators towards chronic low back pain: An osteopathic educational institution-based cross-sectional survey

“…Their beliefs are crucial as they may impact both patients [20] and students' attitudes towards patients. Furthermore, finalyear osteopathy students are a population that has often been studied concerning professional identity [44], impact of language they use on patients' beliefs [45], attitudes toward psychosocial risk factors [46], clinical assessment [47][48][49], and perceived preparedness [50,51]. However, the beliefs of this specific population in a French OEI towards cLBP has to our knowledge never been evaluated.…”

Clinical education in the osteopathy program at Victoria University

“…These include an OSCE, a number of mini-Clinical Examinations (min-CEX), written assessments and a portfolio. 37,38 The assessments are undertaken at different times during the program; some such as the OSCE and written assessments at certain times of the year, or the mini-CEX undertaken during the student's time in the clinic. All of these assessments contribute to the final grade for the clinical subjects; satisfactory or unsatisfactory.…”