The educational effects of portfolios on undergraduate student learning: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11

Abstract

At present, the strength and extent of the evidence base for the educational effects of portfolios in the undergraduate setting is limited. However, there is evidence of an improving trend in the quality of reported studies. 'Higher quality' papers identify improvements in knowledge and understanding, increased self-awareness and engagement in reflection and improved student-tutor relationships as the main benefits of portfolio use. However, they also suggest that whilst portfolios encourage students to engage in reflection, the quality of those reflections cannot be assumed and that the time commitment required for portfolio completion may detract from other learning or deter students from engaging with the process unless required to do so by the demands of assessment. Further work is needed to strengthen the evidence base for portfolio use, particularly comparative studies which observe changes in student knowledge and abilities directly, rather than reporting on their perceptions once a portfolio has been completed.

Non-medical prescribing assessment – An evaluation of a nationally agreed multi method approach

“…The argument for continuing with portfolio assessment may also be strengthened if there was empirical evidence that demonstrated changes in the student's knowledge and abilities and linking this to patients' outcomes. This would provide evidence of its value in the development of safe effective prescribing practice (Buckley et al, 2009).…”

Rectification: Best abstracts of the NVMO conference

“…Michels NRM 1 , Remmen R 1 , Denekens J 1 , van Rossum H 2 , de Winter BY 1 1 University of Antwerp, Antwerp, Belgium, 2 VU University Medical Center, Amsterdam, the Netherlands Background: Portfolios are used as instruments to support learning, competence achievement, and reflection [1]. When portfolios are used for assessment purposes, validity of portfolio data is paramount.…”

“…Background: Portfolios are used as instruments to support learning, competence achievement, and reflection [1]. When portfolios are used for assessment purposes, validity of portfolio data is paramount.…”

“…Titles and abstracts (2 researchers) and full articles (5 researchers) were double screened against inclusion and exclusion criteria. To be included the manuscripts needed to investigate the N. Michels (&) Skills Lab, Faculteit Geneeskunde en Gezondheidswetenschappen, Universiteitsplein, 1 -R3.14, 2610 Antwerpen, Wilrijk, Belgium email: l.verhoeff@bsl.nl validity of educational portfolios [1] in settings related to medical, nursing or dental education. A BEME data coding form was used to collect data concerning context-and portfolio-related characteristics, study design and -quality, and the results of the validity studies.…”

Academic Portfolio in the Digital Era: Organizing and Maintaining a Portfolio Using Reference Managers

“…2 Within the portfolio, insertion of keywords such as "resident evaluations" searches all documents containing these words either within its title or in its contents. Thus, older and even unsorted documents in the indexed portfolio can be easily retrieved deter meaningful engagement with students [5]. Furthermore, suboptimal user-friendliness of portfolios may be prohibitive for some students [6].…”