Feedback using an ePortfolio for medicine long cases: quality not quantity.

Area of Science:

• Medical Education
• Health Professions Education
• Digital Learning Tools

Background:

• Evidence on the impact of electronic portfolios (ePortfolios) on medical feedback is inconsistent.
• An ePortfolio was developed for medical long cases within a Graduate Medical Program.
• This study investigated student and faculty perceptions of the ePortfolio's influence on feedback.

Purpose of the Study:

• To explore medical students' and faculty's perceptions of an ePortfolio's impact on the feedback process.
• To understand the relationship between the quantity and quality of feedback provided through an ePortfolio.
• To identify barriers and facilitators to ePortfolio use in medical education.

Main Methods:

• A mixed-methods approach combining quantitative and qualitative data collection.
• Involved 130 Year 3 medical students and 6 faculty members.
• Quantitative analysis of long case numbers; qualitative analysis of feedback experiences and perceptions.

Main Results:

• Feedback quantity varied (4-5.4 episodes/student), but quality (constructive, specific, timely, senior clinician-delivered) was more important.
• Two detailed feedback episodes were deemed sufficient.
• Technical issues with the ePortfolio platform hindered student engagement.

Conclusions:

• ePortfolios are valuable for medical long case feedback when senior clinicians provide detailed, constructive, and timely feedback.
• User-friendliness of the ePortfolio system is essential for effective student engagement.
• Personalized feedback delivery enhances the educational value of ePortfolios.