Status of portfolios in undergraduate medical education in the LCME accredited US medical school.
Med Teach
; 38(9): 886-96, 2016 Sep.
Article
in En
| MEDLINE
| ID: mdl-26652913
ABSTRACT
AIM:
We sought to investigate the number of US medical schools utilizing portfolios, the format of portfolios, information technology (IT) innovations, purpose of portfolios and their ability to engage faculty and students.METHODS:
A 21-question survey regarding portfolios was sent to the 141 LCME-accredited, US medical schools. The response rate was 50% (71/141); 47% of respondents (33/71) reported that their medical school used portfolios in some form. Of those, 7% reported the use of paper-based portfolios and 76% use electronic portfolios. Forty-five percent reported portfolio use for formative evaluation only; 48% for both formative and summative evaluation, and 3% for summative evaluation alone.RESULTS:
Seventy-two percent developed a longitudinal, competency-based portfolio. The most common feature of portfolios was reflective writing (79%). Seventy-three percent allow access to the portfolio off-campus, 58% allow usage of tablets and mobile devices, and 9% involve social media within the portfolio. Eighty percent and 69% agreed that the portfolio engaged students and faculty, respectively. Ninety-seven percent reported that the portfolios used at their institution have room for improvement.CONCLUSION:
While there is significant variation in the purpose and structure of portfolios in the medical schools surveyed, most schools using portfolios reported a high level of engagement with students and faculty.
Full text:
1
Collection:
01-internacional
Database:
MEDLINE
Main subject:
Schools, Medical
/
Writing
/
Education, Medical, Undergraduate
/
Formative Feedback
/
Accreditation
Country/Region as subject:
America do norte
Language:
En
Journal:
Med Teach
Year:
2016
Type:
Article
Affiliation country:
United States