a Faculty of Medicine , King Abdulaziz University , Jeddah , Saudi Arabia.
b College of Medicine , King Abdulaziz University , Rabigh , Saudi Arabia.
Med Teach. 2018 Sep;40(sup1):S104-S113. doi: 10.1080/0142159X.2018.1466054. Epub 2018 Jun 17.
Medical education has a longstanding tradition of using logbooks to record activities. The portfolio is an alternative tool to document competence and promote reflective practice. This study assessed the acceptance of portfolio use among Saudi undergraduate medical students.
Portfolios were introduced in the 2nd through 5th years at King Abdulaziz University over a two-year period (2013-2015). At the end of each academic year, students completed a mixed questionnaire that included a self-assessment of skills learned through the use of portfolio.
The results showed a difference in focus between basic and clinical years: in basic years students' focus was on acquiring practical skills, but in clinical years they focused more on acquiring complex skills, including identifying and managing problems. The questionnaire responses nonetheless revealed a positive trend in acceptance (belief in the educational value) of portfolios among students and their mentors, across the years of the program.
Using portfolios as a developmental learning and formative assessment tool in the early undergraduate years was found to contribute to students' ability to create their own clinical skills guidelines in later years, as well as to engage in and appreciate reflective learning.
医学教育长期以来一直有使用日志记录活动的传统。文件夹是记录能力和促进反思实践的替代工具。本研究评估了沙特阿拉伯医学生对文件夹使用的接受程度。
在 2013 年至 2015 年的两年期间，在阿卜杜勒阿齐兹国王大学的第 2 至 5 年引入了文件夹。在每个学年结束时，学生们完成了一份混合问卷，其中包括通过使用文件夹学习技能的自我评估。
结果显示基础和临床年之间的重点有所不同：在基础年，学生的重点是获得实践技能，但在临床年，他们更侧重于获得复杂技能，包括识别和管理问题。然而，问卷的回答显示了学生和他们的导师在整个项目年限内对文件夹的接受程度（对教育价值的信念）呈积极趋势。
在本科早期使用文件夹作为发展性学习和形成性评估工具，被发现有助于学生在以后的年份中制定自己的临床技能指南的能力，以及参与和欣赏反思性学习。
