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Portfolios in Osteopathic Medical Education: A Qualitative Pilot Study

Journal: The Journal of the American Osteopathic Association Date: 2013/08, 113(8):Pages: e46. doi: Subito , type of study: qualitative study

Full text    (https://www.degruyter.com/document/doi/10.7556/jaoa.2013.026/html)

Keywords:

osteopathic medicine [2016]
pilot study [193]
portfolio [2]
qualitative study [283]
USA [1630]

Abstract:

Introduction: Portfolios were used originally in art-based disciplines to collect examples of work for assessment purposes or to present to prospective employers. In medical education, portfolios are used as an assessment tool, as a record of achievements, and as evidence of continuous professional development. Hypothesis: We are evaluating whether the portfolio folders we selected facilitate meaningful reflection, promote growth, and adequately reflect acquisition of new knowledge and skills. We want to assess feasibility and which of the folders require more attention and assistance for students to provide meaningful quality representative artifacts. Methods: We recruited 23 second-year students at Touro University College of Osteopathic Medicine and provided each a portfolio with 10 labeled folders. Folder titles' were selected by student coordinators with guidance from the faculty research advisor. Participants were instructed to collect at least 2 artifacts in each folder representing related activities during the fall semester 2012. Participants completed a survey before the project started and another at the end and met with their assigned tutors at least twice during the semester. Portfolios were reviewed by the student coordinators and their faculty research advisor using a grading rubric to evaluate reflection, quality, and number of artifacts. Results: Eighteen of our 23 participants completed the project. Folders that received the highest scores were Leadership/Service and Professional Development. Lowest scores were seen in Critical Thinking, Patient Presentations, Clinical Competencies, and Professionalism. Lack of meaningful reflection was the criteria most negatively impacting these folders and the criteria most commonly lacking in all areas. Conclusion: In the development of a medical portfolio system, additional focus should be aimed at helping students gather meaningful artifacts in all areas. Lower scoring folders may indicate a particular lack of understanding of the folder or a difficulty in attaining meaningful artifacts that fulfill the folder criteria. To address these issues, future portfolio systems could ensure thorough training in identifying artifacts, provide templates for reviewing scientific articles, allow access to concrete faculty feedback on clinical skills, or provide a standard review on professionalism for each student.


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