Portfolio Case Reports in Medical Education: Experience in a Medical Center in Taiwan

10.6145/jme201411

Fen-Yu Tseng；Wang-Huei Sheng；Shyang-Rong Shih；Chong-Jen Yu；Shan-Chwen Chang；Guan-Tarn Huang

portfolio ； undergraduate medical students ； case report ； core competence

Journal of Medical Education

18卷3期（2014 / 09 / 01）

1 - 9

英文

Purpose: Reflective writing may be used to enhance core competences training. We assessed the cultivation of medical students' competences by comparing their reflective reports in different medical years. Methods: Since 2009, 5th year (M5) and 7^(th) year (M7) medical students have had to submit a brief case report with a reflection on core competences before finishing their clinical rotations at the Department of Internal Medicine. Students would send their reports to and get feedback from the program directors by e-mail. Core competences reflected in the reports were recorded and analyzed. The two reports (2009M5 to 2011M7, and 2010M5 to 2012M7) of each individual student were compared. Students' opinions about writing the case reports were assessed by questionnaires. Results: The percentages of students with reflections on medical knowledge (MK), patient care (PC), interpersonal and communication skills (IC), professionalism (PF), practice-based learning and improvement (LE), and systems-based practice (SY) were 96.4%, 50.9%, 94.6%, 28.6%, 35.7%, 34.8%, and 97.1%, 76.7%, 97.1%, 74.8%, 72.8%, 76.7% for 2009M5 and 2010M5 students, respectively. The percentages of students with reflections on MK, PC, IC, PF, LE, and SY were 99.1%, 97.3%, 100%, 82.7%, 62.7%, 68.2%, and 100%, 100%, 100%, 96.2%, 96.2%, 96.2% for 2011M7 and 2012M7 students, respectively. From M5 to M7, students were able to significantly reinforce their core competences. Most students appreciated writing the report and getting valuable feedback from their tutors. Conclusions: Case reports focusing on core competence reflection provide valuable information on the cultivation of medical students. The reports also provide referable messages to train faculty and reform teaching programs. We recommend using portfolio case reports with reflection on core competences in medical education.

1. Accreditation Council for Graduate Medical Education website. Available at: http://www.acgme.org/acgmeweb/Portals/0/PFAssets/ProgramRequirements/ab_ACGMEglossary.pdf] Accessed on Mar13, 2014. DOI:10.4135/9781452240121.n6.
2. Altahawi, F,Sisk, B,Poloskey, S(2012).Student perspectives on assessment: Experience in a competency-based portfolio system.Med Teach,34,221-225.
3. Archerm, JC(2010).State of science in health professional education: effective feedback.Med Educ,44,101-108.
4. Aronson, L(2011).Twelve tips for teaching reflection at all levels of medical education.Med Teach,33,200-205.
5. Buckley, S,Coleman, J,Davison, I(2009).The educational effects of portfolios on undergraduate student learning: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11.Med Teach,31,340-355.
6. Dannefer, EF,Bierer, SB,Gladding, SP(2012).Evidence within a portfolio- based assessment program: What do medical students select to document their performance?.Med Teach,34,215-220.
7. Davis, MH,Ponnamperuma, GG(2005).Portfolio Assessment.JVME,32,279-284.
8. Deketelaere, A,Degryse, J,Munter, AD(2009).Twelve tips for successful e-tutoring using electronic portfolios.Med Teach,31,497-501.
9. Dekker, H,Driessen, E,Ter Braak, E(2009).Mentoring portfolio use in undergraduate and postgraduate medical education.Med Teach,31,903-909.
10. Driessen, E,Tartwijk, JV,Vleuten, CVD(2007).Portfolios in medical education: why do they meet with mixed success? A systematic review.Med Educ,41,1224-1233.
11. Friedman, BDM,Davis, MH,Harden, RM(2001).AMEE Medical Education Guide No 24: Portfolios as a method of student assessment.Med Teach,23,535-551.
12. Izatt, S(2007).Portfolios: The next assessment tool in medical education?.NeoReviews,8(10),e405-408.
13. Pelgrim, EAM,Kramer, AWM,Mokkink, HGA(2013).Reflection as a component of formative assessment appears to be instrumental in promoting the use of feedback; an observational study.Med Teach,35,772-778.
14. Song, P,Stewart, R(2012).Reflective writing in medical education.Med Teach,34,955-956.
15. Sturmberg, JP,Farmer, L(2009).Educating capable doctors-a portfolio approach. Linking learning and assessment.Med Teach,31,e85-89.
16. Wald, HS,Reis, SP(2010).Beyond the margins: reflective writing and development of reflective capacity in medical education.J Gen Intern Med,25,746-749.
17. Wear, D,Zarconi, J,Garden, R(2012).Reflection in/and writing: pedagogy and practice in medical education.Acad Med,87,603-609.