Quantitative and Qualitative Analysis of Student Feedback on ePortfolio Learning

Abstract

At the University of British Columbia, we introduced an ePortfolio assignment in the operative dentistry clinical simulation module and conducted a pilot study to explore the usefulness of ePortfolios as a learning tool for dental students. Qualitative assessments included student self-reflections on the ePortfolio experience. In the quantitative evaluation, ePortfolio learning was hypothesized as a multidimensional experience with four dimensions: 1) an ePortfolio experience is valuable for learning operative dentistry; 2) an ePortfolio is time-consuming, but overall a useful experience; 3) ePortfolio learning requires technical skills that are manageable; and 4) ePortfolio experience may be beneficial for lifelong learning. Overall, both quantitative and qualitative assessments demonstrated that students valued ePortfolio learning as a positive experience. In multivariate analyses (confirmatory factor analysis), the four-dimensional model of ePortfolio learning was confirmed. Future studies are needed to validate or revise the four-factor model of ePortfolio learning in different student cohorts.

A Reflection Curriculum for Longitudinal Community‐Based Clinical Experiences: Impact on Student Perceptions of the Safety Net

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Wiki as a tool for Microbiology teaching, learning and assessment

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