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Portfolios for assessment and learning: AMEE Guide no. 45
Jan Van Tartwijk1, Erik W Driessen
1Leiden University Graduate School of Teaching, Leiden University, The Netherlands. jtartwijk@iclon.leidenuniv.nl
Portfolios in medical education bridge the assessment gap for clinical workplace performance and learning from experience. Successful implementation requires new educational perspectives and significant time investment from mentors and learners.
Area of Science:
- Medical Education
- Clinical Assessment
- Professional Development
Background:
- Historically, a lack of tools existed for assessing independent clinical workplace performance.
- Portfolios have emerged as a solution to evaluate learner performance and facilitate experiential learning.
Purpose of the Study:
- To provide an overview of portfolio content and structure in medical education.
- To explore the potential of electronic portfolios.
- To present strategies for using portfolios for learning stimulation and assessment.
Main Methods:
- Review of various portfolio types and their educational applications.
- Analysis of electronic portfolio capabilities.
- Discussion of techniques for portfolio-based learning and assessment.
- Examination of factors influencing portfolio implementation success.
Main Results:
- Portfolios serve dual roles: assessing workplace performance and promoting learning from experience.
- Electronic portfolios offer advanced functionalities for medical education.
- Effective portfolio use necessitates specific strategies for learning and assessment.
- Successful introduction depends on addressing educational perspectives and resource allocation.
Conclusions:
- Portfolios hold significant potential for enhancing medical education and performance assessment.
- Disappointment often arises due to the need for a paradigm shift in educational approaches.
- Substantial time and energy commitments are crucial for successful portfolio integration.
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