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Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Students' reflections in a portfolio pilot: highlighting professional issues.

Ann-Christin Haffling¹, Anders Beckman, Annika Pahlmblad

¹Clinical Research Centre, Malmö University Hospital, Sweden. ann-christin.haffling@med.lu.se

Medical Teacher

|November 25, 2010

Summary

Medical students

Area of Science:

Medical Education
Professional Competence Assessment

Background:

Portfolios are recognized as assessment tools for professional competence.
Student self-reflection is central to portfolios, but reflection content in practice-based settings is under-analyzed.

Purpose of the Study:

To assess if student reflections in a standardized portfolio cover professional competence dimensions.
To evaluate student satisfaction with the portfolio format.

Main Methods:

A standardized portfolio was piloted by 35 final-year medical students in a general practice attachment.
Reflections were qualitatively analyzed using a framework approach; evaluations were analyzed quantitatively and qualitatively.

Main Results:

Reflections integrated cognitive, affective, and practical dimensions, emphasizing self-awareness, ethical issues, clinical reasoning, and communication skills.

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Students focused on patient-centered care, including the patient-doctor relationship and holistic care.

Students were satisfied but requested clearer instructions.

Conclusions:

A standardized portfolio within a defined course facilitated reflection on professional issues.
Mentor support and examiner interviews enhanced portfolio success and reflection depth.