A Student Portfolio: The Golden Key to Reflective, Experiential, and Evidence-based Learning.

Autor:	Mubuuke AG; School of Medicine, College of Health Sciences, Makerere University, Uganda. Electronic address: mubuukeroy@yahoo.co.uk., Kiguli-Malwadde E; School of Medicine, College of Health Sciences, Makerere University, Uganda., Kiguli S; School of Medicine, College of Health Sciences, Makerere University, Uganda., Businge F; School of Medicine, College of Health Sciences, Makerere University, Uganda.
Jazyk:	angličtina
Zdroj:	Journal of medical imaging and radiation sciences [J Med Imaging Radiat Sci] 2010 Jun; Vol. 41 (2), pp. 72-78. Date of Electronic Publication: 2010 Jun 08.
DOI:	10.1016/j.jmir.2010.03.001
Abstrakt:	Introduction: In 2003, the College of Health Sciences, Makerere University, changed its curriculum from a traditional one to a student-centred problem-based/community-based type for all undergraduate students. Since then, radiography students have been using a logbook to record their learning experiences. However, the logbook shows only a daily record of numbers of examinations done, with neither increased understanding nor reflection. The purpose of this study was to assess the effectiveness of a student portfolio as a tool for showing evidence of learning and devise a practical portfolio assessment strategy. Methods: This was a descriptive cross-sectional study involving both radiography students and teachers. Self-administered questionnaires and focus group discussions were used to collect information on portfolios. SPSS was used for quantitative data and chi-square to test significance and also multivariate analysis. For qualitative data, thematic analysis was used. Results: Initially, the students did not know about portfolios. Only 33.3% of the teachers competently knew about them. There was general confusion between a portfolio and a logbook. After implementation, respondents said that the student learning experiences were now evident through the portfolio work. We discovered that assessing the entire portfolio content was not practical, but rather assessing few selected items using an oral interview was more feasible and sustainable. Conclusions: With portfolios, students reflect on what they learn, which is not possible with a logbook only. Carefully selecting manageable portfolio content and assessing the portfolio work are the major factors that can sustain the process. (Copyright © 2010 Elsevier Inc. All rights reserved.)
Databáze:	MEDLINE
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