(PO-184) Student Perceptions: Reflecting on Self-assessment and Critical Thinking Using e-Portfolios

Author: Varvara Blidman, D.M.D. – Clinical Assistant Professor, Boston University Henry M. Goldman School of Dental Medicine
Author: Ana Zea, D.D.S. Dr.P.H. – Clinical Associate Professor, Boston University Henry M. Goldman School of Dental Medicine
Author: Kendrick Smaellie, M.P.H. – Program Manager, Boston University Henry M. Goldman School of Dental Medicine
Author: Celeste V. Kong, D.M.D. – Professor, Boston University Henry M. Goldman School of Dental Medicine
Submitter: Kendrick Smaellie, M.P.H. – Program Manager, Boston University Henry M. Goldman School of Dental Medicine

Self-Assessment and Critical Thinking are an essential part of Competency Based Education and are standards that must be met for the Commission on Dental Accreditation. e-Portfolios are valuable educational tools that allow students to select and document learning experiences early in their dental training program. Students repeatedly conduct self-reflection and learn to improve their critical thinking and self-assessment skills. Our survey seeks to determine students’ experiences and perceptions of e-portfolios in the development of these competencies.

Methods: A voluntary, anonymous online survey was distributed to all predoctoral students. It will be repeated for two additional academic years, totaling approximately 1900 student invitations by spring of 2023. Survey questions pertain to prior experience with e-portfolios, the process of using e-portfolio software, the impact on skills and learning outcomes, and the expected utility for future employment or residency.



Results: In year 1, 231 responses were recorded. Using an e-portfolio software was new for 94.8% of students and 43.0% agreed or strongly agreed that e-portfolio software was easy to use and understand. For the accreditation competencies, 51.6% of the respondents agreed or strongly agreed that e-portfolios were helpful in developing self-assessment skills and 45.7% agreed or strongly agreed that e-portfolios were helpful in developing their critical thinking skills. For enhancing learning outcomes on preclinical or clinical assignments, 47.1% strongly agreed or agreed that e-portfolios were helpful. Finally, 51.2% strongly agreed or agreed that e-portfolios would be helpful when applying for employment or residency programs.

Conclusion: Students’ assessment of their own critical thinking demonstrates that they are not recognizing their development of these skills and therefore stronger connections in the survey language to critical thinking in the curriculum are needed.