School of Pharmacy and Life Sciences, Robert Gordon University, Aberdeen, UK.
J Hum Nutr Diet. 2010 Apr;23(2):133-43. doi: 10.1111/j.1365-277X.2009.01028.x. Epub 2010 Jan 22.
Reflective portfolios were introduced to dietetic practice placements in 2005, providing evidence for learning outcomes achieved and acting as a summative assessment tool. Portfolios may measure clinical competence more effectively than conventional examinations, but can be time consuming and subjective. The present study investigated current dietetic students' experiences and perceptions of the use and effectiveness of portfolio based learning and assessment during practice placements.
Current UK dietetic students, who had completed a B or B and C placement, were invited to participate, via University course leaders, in an online questionnaire exploring opinions and experiences of portfolio preparation, generation, assessment, and personal and professional development and reflection.
One hundred and fourteen students from 11 Universities participated. Seventy-seven percent would have liked more information about portfolio construction prior to placement. Eighty percent of students believed that reflection helped monitor their strengths and weaknesses. Perceived reflective skills were significantly positively correlated with students' perceived writing skills (P < 0.0005) and academic ability (P = 0.002). Of the respondents, 92% agreed the portfolio was a valuable learning experience; however, 76% agreed that the amount of paperwork involved was excessive and 67% felt there were inconsistencies in portfolio assessment by different supervisors.
Portfolio weaknesses identified are not specific to dietetics but are inherent to portfolio assessment across many professions. The introduction of national standardised assessment processes, practices, tools and training for assessors may help improve inter-departmental and inter-rater reliability, respectively.
反思性档案袋于 2005 年引入饮食实践安置中，为所取得的学习成果提供证据，并作为总结性评估工具。档案袋可以更有效地衡量临床能力，比传统考试更有效，但可能耗时且主观。本研究调查了当前饮食学学生在实践安置中使用和评估基于档案袋的学习的经验和看法。
通过大学课程负责人，邀请完成 B 或 B 和 C 安置的英国现任饮食学学生参加在线问卷调查，探讨档案袋准备、生成、评估、个人和专业发展和反思的意见和经验。
来自 11 所大学的 114 名学生参与了研究。77%的学生希望在安置前获得更多有关档案袋构建的信息。80%的学生认为反思有助于监测他们的长处和短处。感知到的反思技能与学生感知到的写作技能（P<0.0005）和学术能力（P=0.002）呈显著正相关。在受访者中，92%的人同意档案袋是一种有价值的学习体验；然而，76%的人同意所涉及的文书工作过多，67%的人认为不同导师在档案袋评估方面存在不一致。
确定的档案袋弱点不仅限于饮食学，而是存在于许多专业的档案袋评估中。引入国家标准化评估流程、实践、工具和评估员培训，可能有助于分别提高部门间和评分者间的可靠性。
