Does a summative portfolio foster the development of capabilities such as reflective practice and understanding ethics? An evaluation from two medical schools.
Saved in:
| Title: | Does a summative portfolio foster the development of capabilities such as reflective practice and understanding ethics? An evaluation from two medical schools. |
|---|---|
| Authors: | O'sullivan, Anthony J1,2 (AUTHOR) A.OSullivan@unsw.edu.au, Howe, Amanda C3,4 (AUTHOR), Miles, Susan3 (AUTHOR), Harris, Peter1,5 (AUTHOR), Hughes, Chris S1,6 (AUTHOR), Jones, Philip1,7 (AUTHOR), Scicluna, Helen1,8 (AUTHOR), Leinster, Sam J3,9 (AUTHOR) |
| Source: | Medical Teacher. Jan2012, Vol. 34 Issue 1, pe21-e28. 7p. 4 Charts. |
| Subject Terms: | *Clinical competence, *Communicative competence, *Medical schools, *Medical students, *Autodidacticism, *Self-evaluation, *Student attitudes, *Data analysis, Chi-squared test, Mentoring, Questionnaires, Reflection (Philosophy), Scale analysis (Psychology), Statistics, Teams in the workplace, Employment portfolios, Ethical decision making, Cross-sectional method, Data analysis software, Descriptive statistics |
| Abstract: | Portfolios need to be evaluated to determine whether they encourage students to develop in capabilities such as reflective practice and ethical judgment. The aims of this study were (i) to determine whether preparing a portfolio helps promote students' development in a range of capabilities including understanding ethical and legal principles, reflective practice and effective communication, and (ii) to determine to what extent the format of the portfolio affected the outcome by comparing the experiences of students at two different medical schools. A questionnaire was designed to evaluate undergraduate medical students' experiences of completing a portfolio at two medical schools. A total of 526 (45%% response rate) students answered the on-line questionnaire. Students from both medical schools gave the highest ranking for the portfolio as a trigger for reflective practice. 63%% of students agreed their portfolio helped them develop reflective practice skills ( p < 0.001), whereas only 22%% disagreed. 48%% of students agreed portfolios helped them understand ethical and legal principles whereas 29%% disagreed ( p < 0.001). In contrast, only 34%% of students thought the portfolio helped them to develop effective communication. Students perceive portfolio preparation as an effective learning tool for the development of capabilities such as understanding ethical and legal principles and reflective practice, whereas other capabilities such as effective communication require complementary techniques and other modes of assessment. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Portfolios need to be evaluated to determine whether they encourage students to develop in capabilities such as reflective practice and ethical judgment. The aims of this study were (i) to determine whether preparing a portfolio helps promote students' development in a range of capabilities including understanding ethical and legal principles, reflective practice and effective communication, and (ii) to determine to what extent the format of the portfolio affected the outcome by comparing the experiences of students at two different medical schools. A questionnaire was designed to evaluate undergraduate medical students' experiences of completing a portfolio at two medical schools. A total of 526 (45%% response rate) students answered the on-line questionnaire. Students from both medical schools gave the highest ranking for the portfolio as a trigger for reflective practice. 63%% of students agreed their portfolio helped them develop reflective practice skills ( p < 0.001), whereas only 22%% disagreed. 48%% of students agreed portfolios helped them understand ethical and legal principles whereas 29%% disagreed ( p < 0.001). In contrast, only 34%% of students thought the portfolio helped them to develop effective communication. Students perceive portfolio preparation as an effective learning tool for the development of capabilities such as understanding ethical and legal principles and reflective practice, whereas other capabilities such as effective communication require complementary techniques and other modes of assessment. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 0142159X |
| DOI: | 10.3109/0142159X.2012.638009 |
