engleski

Learning portfolios in undergraduate surgical education : our early experience

Time constraints on teaching and evaluation of students continue to alter the ways in which medical knowledge is imparted and assessed. A possible tool for students to record their accomplishments, reflect on their experiences and gain formative feedback are portfolios . Medical teachers may also use them for monitoring, discussing and assessing student learning process. In september 2009, we began a program to encourage students to develop a case-based portfolio to document their experience and demonstrate acquisition of knowledge in caring for a variety of surgical diseases during undergraduate surgical course. They were asked to choose a weekly case topic and accordingly to prepare a report by using a ready-made template which included: case history, supporting diagnostic studies and used treatment, self reflections on case, identified learning outcomes, self assessment and plan to fill the knowledge gaps. In this work we describe this approach and provide an early analysis of its effect on our curricular learning outcomes achievements and acceptance of the system by the students by analysing data from students' survey and evaluation by faculty. Portfolios have emerged in graduate medical education despite lack of consensus on their definition, purpose, or usefulness. Our early analysis of its impact demonstrates a positive effect across many learning outcomes, and survey analysis revealed that students have a positive view of this learning tool. The role of the teacher is crucial to the success of portfolios. As the portfolio is further incorporated into the educational program, we believe that our students will discover portfolio especially suited for development of reflective skills and self-directed learning.

Undergraduate education ; portfolio ; surgery

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