THE USE OF PORTFOLIOS TO ENCOURAGE SELF-REFLECTION AND TO EVALUATE STUDENTS IN A FIRST YEAR MEDICAL SCHOOL COURSE

Norma S. Saks, Ed.D.*, and Carol A. Terregino, M.D., Robert Wood Johnson Medical School, Piscataway, NJ 08854-5635, U.S.A.

Purpose

Students maintain a portfolio in a required first year course, Patient Centered Medicine. The Portfolio encourages self-reflection on learning to be a doctor and on professional growth and development. It also encourages “conversations” with faculty small group facilitators, to solicit formative feedback. The portfolio is a longitudinal document which will demonstrate evidence of personal and professional growth.

Methods

Students are required to make approximately 1 entry per month in the online portfolio.  Entries contain personal observations and thoughts, raise challenges, and pose questions. Students reflect on experiences related to the Patient Centered Medicine course goals and objectives. Entries are to reflect empathy, respect for others, honesty, motivation, professionalism, and cultural competence. Faculty mentors comment on all entries.

Results

Evaluation of the portfolio writing indicates that the majority of students are making entries on a regular basis and finding the experience to be important. They are enjoying the process of reflecting on their activities and experiences, and look forward to responses from faculty mentors. Faculty are responding regularly to the entries and enjoying the dialog with students. Difficulties students are experiencing relate to the technology and lack of time for this activity amidst the demands of their basic science courses.

Conclusion