(631.12) Using Portfolio in Medical Education: a systematic review.

Poster Board Number: C12
Introduction: AAA has separate poster presentation times for odd and even posters.
Odd poster #s – 10:15 am – 11:15 am
Even poster #s – 11:15 am – 12:15 pm

Mirna Barros (Santa Casa de Sao Paulo School of Medical Sciences), Cristiane Lopes (Santa Casa de Sao Paulo School of Medical Sciences), Carlos Mendes (Santa Casa de Sao Paulo School of Medical Sciences), Patricia Tempski (University of Sao Paulo)

Introduction

The educational landscape of medical courses was transformed by competency based learning, triggering changes in necessities of new and different learning methods and assessment tools. One of these tools was the use of the learning and assessment portfolios. Portfolio is a collection of student work that exhibits the student’s efforts, progress and achievements. In medicine, portfolios are used to study critical thinking and self-directed learning during the development from student to the professional and the general practitioners.

Objetive

The aim of this review is to answer how and what is the purpose the learning portfolio is applied in medical education

Method

We performed a systematic search of PUBMED electronic database, from 2011 to 2021, resulting in 740 articles. After the inclusion and the exclusion criteria were applied, we extracted and analyzed information from the selected articles. Descriptive statistical tools were used to characterize the profile of the articles.

Results

In total, 48 qualitative studies were included, 75.0%(n=36) about undergraduate and graduate medical students portfolios. The most frequents outcomes were: assessment portfolio and competencies (25.0%), perception, satisfaction and use of portfolio by students (20.8%) and portfolio in reflexive practice and learning self-regulation (18.8%).

Conclusion

Medical schools, in several countries, use educational portfolio, mostly as an educational tool for undergraduate, graduate (residence) students and, less frequently, for medical professionals for validation or revalidation of diplomas and specialist titles. The main purpose of using portfolios is to draw on student reflection and frequent feedback to assess learning outcomes and the development of skills and competences. The heterogeneity of methods, the lack of control groups and the small number of samples found in articles about the use of the portfolio in Medicine courses were weak points for comparing the outcomes.

Santa Casa de Sao Paulo School of Medical Sciences





Figure 1: Article selection process. Identification was performed using the PubMed search strategy. The screening took into account 3 parts of each article: title, abstract information and type of article, performed by two independent researchers. Soon after, a consensus meeting was held. For eligibility, the full text of the articles was read.; Table 2: Articles categorized according to the main problem raised in the interventions performed. N refers to absolute frequency and (%) refers to relative frequency in percentage.