University of Aberdeen, Division of Medical and Dental Education, Polwarth Building, Foresterhill, Aberdeen, AB25 2ZD, UK.
BMC Med Educ. 2009 Dec 1;9:69. doi: 10.1186/1472-6920-9-69.
Portfolios, widely used in undergraduate and postgraduate medicine, have variable purposes, formats and success. A recent systematic review summarised factors necessary for successful portfolio introduction but there are no studies investigating the views of students inexperienced in portfolio use towards portfolio learning. This study's aim was to survey student views about a prospective Professional and Personal Development (PPD) portfolio.
This was a qualitative, focus group study. All focus groups were taped and transcribed verbatim, and anonymised. The transcripts were analysed inductively, using framework analysis.
Four focus groups were carried out with 32 undergraduate medical students naïve in portfolio use. Three themes relevant to portfolio introduction emerged. The first theme was the need for clear information and support for portfolio introduction, and anxieties about how this could be supported effectively. The second was that students had negative views about reflective learning and whether this could be taught and assessed, believing formal assessment could foster socially acceptable content. The third was that participants revealed little understanding of reflective learning and its potential benefits. Rather portfolios were seen as useful for concrete purposes (e.g., job applications) not intrinsic benefits.
Undergraduate medical students without experience of portfolios are anxious about portfolio introduction. They require support in developing reflective learning skills. Care must be taken to ensure students do not see portfolios as merely yet another assessment hurdle.
档案袋在本科和研究生医学教育中被广泛应用，其目的、形式和效果各有不同。最近的一项系统综述总结了成功引入档案袋所必需的因素，但目前尚无研究调查对档案袋使用经验不足的学生对档案袋学习的看法。本研究旨在调查学生对预期的专业和个人发展（PPD）档案袋的看法。
这是一项定性的焦点小组研究。所有焦点小组都进行了录音和逐字记录，并进行了匿名处理。使用框架分析法对转录本进行了归纳分析。
对 32 名对档案袋使用经验不足的本科医学生进行了 4 个焦点小组的研究。出现了 3 个与档案袋引入相关的主题。第一个主题是需要明确的信息和对档案袋引入的支持，以及对如何有效支持的担忧。第二个主题是学生对反思性学习的负面看法，以及是否可以教授和评估这种学习，认为正式评估可以促进社会可接受的内容。第三个主题是参与者对反思性学习及其潜在好处的理解甚少。相反，档案袋被视为对具体目的有用（例如，求职申请），而不是内在的好处。
没有档案袋使用经验的本科医学生对档案袋的引入感到焦虑。他们需要在发展反思性学习技能方面得到支持。必须注意确保学生不会将档案袋仅仅视为另一个评估障碍。
