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Perceptions of portfolio assessment in family medicine graduates: a qualitative interview study
BACKGROUND: The use of the portfolio methodology in medical education can serve as a tool for learning, assessment, and reflection on practice. This study concentrates on perceptions of the portfolio assessment methodology among participants in the Saudi Diploma of Family Medicine program. METHODS:...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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BioMed Central
2022
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9802017/ https://www.ncbi.nlm.nih.gov/pubmed/36585681 http://dx.doi.org/10.1186/s12909-022-03991-7 |
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author | AlRadini, Faten A. |
author_facet | AlRadini, Faten A. |
author_sort | AlRadini, Faten A. |
collection | PubMed |
description | BACKGROUND: The use of the portfolio methodology in medical education can serve as a tool for learning, assessment, and reflection on practice. This study concentrates on perceptions of the portfolio assessment methodology among participants in the Saudi Diploma of Family Medicine program. METHODS: In this qualitative interview study, data were collected and analysed using a grounded theory approach. RESULTS: Nine codes emerged: (1) Importance of understanding the definition, objectives, and process of portfolio assessment, (2) Impact of different understandings on the part of various trainers, (3) Role of the type of assessment, (4) Workload and stress of portfolio assessment, (5) Effectiveness of the portfolio contents, (6) Role of the mentor’s feedback, (7) Role in the learning process, (8) Role in practice, (9) Suggestions for portfolio improvement. Open codes were then regrouped into three axial codes: context, strategy, and outcome of portfolio assessment. CONCLUSION: This study explored a general explanation of portfolio assessment shaped by the postgraduate students. It identifies the importance of portfolio understanding in student acceptability of the portfolio assessment methodology. Thus, proper implementation is vital for the success of assessing the student by the portfolio methodology. The students perceived reflection as the most valuable part of the process, which facilitated their learning, confidence, and self-assessment. Mentor feedback is a good strategy for coping with portfolio challenges. Our findings provide some evidence of positive outcomes of portfolio assessment in practice and professional development. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-022-03991-7. |
format | Online Article Text |
id | pubmed-9802017 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-98020172023-01-01 Perceptions of portfolio assessment in family medicine graduates: a qualitative interview study AlRadini, Faten A. BMC Med Educ Research BACKGROUND: The use of the portfolio methodology in medical education can serve as a tool for learning, assessment, and reflection on practice. This study concentrates on perceptions of the portfolio assessment methodology among participants in the Saudi Diploma of Family Medicine program. METHODS: In this qualitative interview study, data were collected and analysed using a grounded theory approach. RESULTS: Nine codes emerged: (1) Importance of understanding the definition, objectives, and process of portfolio assessment, (2) Impact of different understandings on the part of various trainers, (3) Role of the type of assessment, (4) Workload and stress of portfolio assessment, (5) Effectiveness of the portfolio contents, (6) Role of the mentor’s feedback, (7) Role in the learning process, (8) Role in practice, (9) Suggestions for portfolio improvement. Open codes were then regrouped into three axial codes: context, strategy, and outcome of portfolio assessment. CONCLUSION: This study explored a general explanation of portfolio assessment shaped by the postgraduate students. It identifies the importance of portfolio understanding in student acceptability of the portfolio assessment methodology. Thus, proper implementation is vital for the success of assessing the student by the portfolio methodology. The students perceived reflection as the most valuable part of the process, which facilitated their learning, confidence, and self-assessment. Mentor feedback is a good strategy for coping with portfolio challenges. Our findings provide some evidence of positive outcomes of portfolio assessment in practice and professional development. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-022-03991-7. BioMed Central 2022-12-30 /pmc/articles/PMC9802017/ /pubmed/36585681 http://dx.doi.org/10.1186/s12909-022-03991-7 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Research AlRadini, Faten A. Perceptions of portfolio assessment in family medicine graduates: a qualitative interview study |
title | Perceptions of portfolio assessment in family medicine graduates: a qualitative interview study |
title_full | Perceptions of portfolio assessment in family medicine graduates: a qualitative interview study |
title_fullStr | Perceptions of portfolio assessment in family medicine graduates: a qualitative interview study |
title_full_unstemmed | Perceptions of portfolio assessment in family medicine graduates: a qualitative interview study |
title_short | Perceptions of portfolio assessment in family medicine graduates: a qualitative interview study |
title_sort | perceptions of portfolio assessment in family medicine graduates: a qualitative interview study |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9802017/ https://www.ncbi.nlm.nih.gov/pubmed/36585681 http://dx.doi.org/10.1186/s12909-022-03991-7 |
work_keys_str_mv | AT alradinifatena perceptionsofportfolioassessmentinfamilymedicinegraduatesaqualitativeinterviewstudy |