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Research article
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Evaluation of a portfolio-based course on self-development for pre-medical students in Korea
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Dong Mi Yoo
, A Ra Cho, Sun Kim - J Educ Eval Health Prof. 2019;16:38. Published online December 11, 2019
- DOI: https://doi.org/10.3352/jeehp.2019.16.38
- 7,348 View
- 145 Download
- 3 Web of Science
- 3 Crossref
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Abstract
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Supplementary Material - Purpose
We have developed and operated a portfolio-based course aimed at strengthening pre-medical students’ capabilities for self-management and self-improvement. In order to determine the effectiveness of the course and to establish future operational strategies, we evaluated the course and the students’ learning experience.
Methods
The subjects of this study were 97 students of a pre-medical course “Self-development and portfolio I” in 2019. Their learning experience was evaluated through the professor’s assessment of portfolios they had submitted, and the program was evaluated based on the responses of 68 students who completed a survey. The survey questionnaire included 32 items. Descriptive statistics were reported for quantitative data, including the mean and standard deviation. Opinions collected from the open-ended question were grouped into categories.
Results
The evaluation of students’ portfolios showed that only 6.2% of the students’ portfolios were well-organized, with specific goals, strategies, processes, and self-reflections, while most lacked the basic components of a portfolio (46.4%) or contained insufficient content (47.4%). Students’ responses to the survey showed that regular portfolio personality assessments (72.1%), team (64.7%), and individual (60.3%) activities were felt to be more appropriate as educational methods for this course, rather than lectures. Turning to the portfolio creation experience, the forms and components of the portfolios (68.2%) and the materials provided (62.2%) were felt to be appropriate. However, students felt that individual autonomy needed to be reflected more (66.7%) and that this course interfered with other studies (42.5%).
Conclusion
The findings of this study suggest that standardized samples, guidelines, and sufficient time for autonomous portfolio creation should be provided. In addition, education on portfolio utilization should be conducted in small groups in the future. -
Citations
Citations to this article as recorded by
- Assessing the Impact of the Portfolio Workshop and the Use of the Rubric Matrix for Reflective Writing on Medical Faculty and Students
Puja Singh, Sudhir Saxena, Smriti T Pandey, Puja Dulloo
Cureus.2024;[Epub] CrossRef - Medical Student Portfolios: A Systematic Scoping Review
Rei Tan, Jacquelin Jia Qi Ting, Daniel Zhihao Hong, Annabelle Jia Sing Lim, Yun Ting Ong, Anushka Pisupati, Eleanor Jia Xin Chong, Min Chiam, Alexia Sze Inn Lee, Laura Hui Shuen Tan, Annelissa Mien Chew Chin, Limin Wijaya, Warren Fong, Lalit Kumar Radha K
Journal of Medical Education and Curricular Development.2022;[Epub] CrossRef - Development and validation of a portfolio assessment system for medical schools in Korea
Dong Mi Yoo, A Ra Cho, Sun Kim
Journal of Educational Evaluation for Health Professions.2020; 17: 39. CrossRef
- Assessing the Impact of the Portfolio Workshop and the Use of the Rubric Matrix for Reflective Writing on Medical Faculty and Students
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