2001
DOI: 10.1080/01421590120063349
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Portfolio assessment in medical students' final examinations

Abstract: The introduction of an outcome-based approach to education at Dundee Medical School in Scotland instigated a search for assessment methods that would appropriately assess the students' achievements in terms of the learning outcomes. Portfolio assessment has been developed for this purpose and has been adopted for the summative assessment of students in their final examination in Dundee. The contents of the portfolio and the assessment process have been defined and the first cohort of students to be assessed in… Show more

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Cited by 124 publications
(157 citation statements)
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“…And most students' responses to some extent confirmed expectations that the portfolio would help them: to become more autonomous learners; to reflect on their approaches to learning; to contextualize learning and link experience with personal interpretation; and provide an on-going basis for planning goal setting. Similar findings have been previously been reported with students in English learning or in other subject areas (Miccoli, 2003;Lu, 2005;Tanner & Longayroux et al, 2000;Baume, 2001;Davies et al, 2001;Friedman et al, 2001;Gorden, 2003).…”
Section: Discussionsupporting
confidence: 88%
“…And most students' responses to some extent confirmed expectations that the portfolio would help them: to become more autonomous learners; to reflect on their approaches to learning; to contextualize learning and link experience with personal interpretation; and provide an on-going basis for planning goal setting. Similar findings have been previously been reported with students in English learning or in other subject areas (Miccoli, 2003;Lu, 2005;Tanner & Longayroux et al, 2000;Baume, 2001;Davies et al, 2001;Friedman et al, 2001;Gorden, 2003).…”
Section: Discussionsupporting
confidence: 88%
“…Luego, forzamos el análisis factorial a 6 factores, cuya distribución se ilustra en el gráfi co de sedimentación (Figura 1), dando cuenta a su vez del 51,8% de la varianza. La distribución de los ítems fue: Factor 1: ítems 1, 3,4,5,8,14,15,16,18,19,20,21,22,23,25,27,28,30, 32, 37, 38, 39, 40, 41, 42, y 43; Factor 2: ítems 2, 11, 17 y 31; Factor 3: ítems 7, 35 y 36; Factor 4: ítems 6, 9, 10 y 29; Factor 5: ítem 33; y Factor 6: ítems 12, 13, 24, 26 y 34. Los 6 factores o sub-escalas defi nitivas fueron nominadas por el equipo de investigación en base al contenido de los enunciados de los ítems contenidos en cada factor: Factor 1: "Aprendizaje del Estudiante" (21 ítems con un puntaje máximo de 104 puntos), Factor 2: "Organización y Evaluación" (4 ítems con un puntaje máximo de 16 puntos), Factor 3: "Metodología Docente" (3 ítems con un puntaje máximo de 12 puntos), Factor 4: "Apoyo Docente" (4 ítems con un puntaje máximo de 16 puntos), Factor 5: "Creatividad" (un ítem con un puntaje máximo de 4 puntos) y fi nalmente, el Factor 6:…”
Section: Resultsunclassified
“…El año 2007 se introdujo el Portafolio como metodología de aprendizaje y de evaluación de lo que los alumnos "hacen" durante su práctica en las rotaciones clínicas, para contrarrestar el énfasis en la memorización y sobrecarga de información percibidos por los alumnos en la encuesta DREEM de ambiente educacional 3,4 .…”
unclassified
“…El dominio: "Aprendizaje del estudiante" mejoró significativamente, lo que es interesante, pues se ha visto que los pacientes-virtuales contribuyen al desarrollo de habilidades relacionadas con la toma de decisiones y reflexión, basada en una retroalimentación adaptativa 14 . Otra ventaja conocida es que el aprendizaje virtual es seguro, porque les da a los alumnos "permiso para equivocarse", sin consecuencias clínicas adversas para los pacientes 32 .…”
Section: Discussionunclassified