School of Medical Education, Newcastle University, Level 2, Ridley building 1, Newcastle upon Tyne, UK.
BMC Med Educ. 2017 Aug 22;17(1):141. doi: 10.1186/s12909-017-0981-5.
Little is known about how best to implement portfolio-based learning in medical school. We evaluated the introduction of a formative e-portfolio-based supervision pilot for final year medical students by seeking views of students, supervisors and graduates on use and educational effects.
Students and supervisors were surveyed by questionnaire, with free text comments invited. Interviews were held with new graduates in their first Foundation Programme placement.
Most students used the e-portfolio (54%) and met with their supervisor (62%) 'once or twice' only. Students had more negative views: 22% agreed that the pilot was beneficial, while most supervisors thought that e-portfolio (72%) and supervision (86%) were a 'good idea'. More students reported supervision meetings benefited learning (49%) and professional development (55%) than the e-portfolio did (16%; 28%). Only 47% of students felt 'prepared' for future educational processes, though graduates noted benefits for navigating and understanding e-portfolio building and supervision. Factors limiting engagement reflected 'burden', while supervision meetings and early experience of postgraduate processes offered educational value.
Final year students have negative attitudes to a formative e-portfolio, though benefits for easing the educational transition are recognised by graduates. Measures to minimize time, repetition and redundancy of processes may encourage use. Engagement is influenced by the supervisor relationship and educational value may be best achieved by supporting supervisors to develop strategies to facilitate, and motivate self-directed learning processes in undergraduates.
对于如何在医学院中最好地实施基于组合的学习，人们知之甚少。我们评估了通过寻求学生、导师和毕业生对使用和教育效果的意见，为最后一年医学生引入基于形成性电子组合的监督试点的情况。
通过问卷调查对学生和导师进行了调查，并邀请他们发表意见。对刚进入基础项目实习的新毕业生进行了访谈。
大多数学生（54%）使用电子组合，只与导师见面（62%）“一两次”。学生的看法更为负面：22%的人同意该试点有益，而大多数导师认为电子组合（72%）和监督（86%）是“好主意”。与电子组合（16%；28%）相比，更多的学生报告监督会议有益于学习（49%）和专业发展（55%）。只有 47%的学生感到“为未来的教育过程做好了准备”，尽管毕业生注意到在导航和理解电子组合构建和监督方面的好处。限制参与的因素反映了“负担”，而监督会议和研究生阶段早期经验提供了教育价值。
最后一年的学生对形成性电子组合持负面态度，但毕业生认识到这对缓解教育过渡有好处。采取措施尽量减少时间、重复和冗余的过程可能会鼓励使用。参与度受导师关系的影响，而通过支持导师制定策略来促进和激励本科生的自主学习过程，可能会获得最佳的教育效果。
