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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
Use of a structured interview to assess portfolio-based learning.
Vanessa C Burch1, Janet L Seggie
1Department of Medicine, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa. vanessa.burch@uct.ac.za
Medical Education
|August 22, 2008
Summary
A structured interview for portfolio assessment is feasible and reliable for medical students. This method is time-efficient and may improve student learning behaviors in resource-limited settings.
Area of Science:
- Medical Education
- Assessment Methods
- Health Professions Education
Background:
- Portfolio-based learning is a common educational tool.
- Traditional portfolio assessment is labor-intensive and unsuitable for resource-constrained settings.
Purpose of the Study:
- To assess the feasibility and internal consistency of a portfolio-based structured interview.
- To evaluate the impact of this assessment method on student learning behavior.
Main Methods:
- 181 medical students completed portfolios of 25 patient encounters.
- A 30-minute structured interview with four randomly selected cases was used for assessment.
- Examiners used standard questions and a global rating scale; reliability was measured using Cronbach's alpha and SEM.
Main Results:
- The mean interview score was 67.5%.
- Correlation coefficients with other assessments ranged from 0.08 to 0.54.
- Cronbach's alpha was 0.88, indicating high internal consistency; SEM was 3.6.
Conclusions:
- Portfolio assessment via a 30-minute structured interview is feasible and internally consistent.
- This method is more time-efficient than traditional approaches.
- The structured interview may promote desirable student learning behaviors.
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