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Portfolios in Saudi medical colleges: Why and how?

Over recent decades, the use of portfolios in medical education has evolved, and is being applied in undergraduate and postgraduate programs worldwide. Portfolios, as a learning process and method of documenting and assessing learning, is supported as a valuable tool by adult learning theories that...

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Detalles Bibliográficos
Autores principales: Fida, Nadia M., Shamim, Muhammad S.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Saudi Medical Journal 2016
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4800886/
https://www.ncbi.nlm.nih.gov/pubmed/26905344
http://dx.doi.org/10.15537/smj.2016.3.12937
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author Fida, Nadia M.
Shamim, Muhammad S.
author_facet Fida, Nadia M.
Shamim, Muhammad S.
author_sort Fida, Nadia M.
collection PubMed
description Over recent decades, the use of portfolios in medical education has evolved, and is being applied in undergraduate and postgraduate programs worldwide. Portfolios, as a learning process and method of documenting and assessing learning, is supported as a valuable tool by adult learning theories that stress the need for learners to be self-directed and to engage in experiential learning. Thoughtfully implemented, a portfolio provides learning experiences unequaled by any single learning tool. The credibility (validity) and dependability (reliability) of assessment through portfolios have been questioned owing to its subjective nature; however, methods to safeguard these features have been described in the literature. This paper discusses some of this literature, with particular attention to the role of portfolios in relation to self-reflective learning, provides an overview of current use of portfolios in undergraduate medical education in Saudi Arabia, and proposes research-based guidelines for its implementation and other similar contexts.
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spelling pubmed-48008862016-04-01 Portfolios in Saudi medical colleges: Why and how? Fida, Nadia M. Shamim, Muhammad S. Saudi Med J Review Article Over recent decades, the use of portfolios in medical education has evolved, and is being applied in undergraduate and postgraduate programs worldwide. Portfolios, as a learning process and method of documenting and assessing learning, is supported as a valuable tool by adult learning theories that stress the need for learners to be self-directed and to engage in experiential learning. Thoughtfully implemented, a portfolio provides learning experiences unequaled by any single learning tool. The credibility (validity) and dependability (reliability) of assessment through portfolios have been questioned owing to its subjective nature; however, methods to safeguard these features have been described in the literature. This paper discusses some of this literature, with particular attention to the role of portfolios in relation to self-reflective learning, provides an overview of current use of portfolios in undergraduate medical education in Saudi Arabia, and proposes research-based guidelines for its implementation and other similar contexts. Saudi Medical Journal 2016-03 /pmc/articles/PMC4800886/ /pubmed/26905344 http://dx.doi.org/10.15537/smj.2016.3.12937 Text en Copyright: © Saudi Medical Journal http://creativecommons.org/licenses/by-nc-sa/3.0 This is an open-access article distributed under the terms of the Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Review Article
Fida, Nadia M.
Shamim, Muhammad S.
Portfolios in Saudi medical colleges: Why and how?
title Portfolios in Saudi medical colleges: Why and how?
title_full Portfolios in Saudi medical colleges: Why and how?
title_fullStr Portfolios in Saudi medical colleges: Why and how?
title_full_unstemmed Portfolios in Saudi medical colleges: Why and how?
title_short Portfolios in Saudi medical colleges: Why and how?
title_sort portfolios in saudi medical colleges: why and how?
topic Review Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4800886/
https://www.ncbi.nlm.nih.gov/pubmed/26905344
http://dx.doi.org/10.15537/smj.2016.3.12937
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