Can an authentic EPortfolio succeed in First Year Medicine?

Area of Science:

• Medical Education
• Digital Learning Technologies
• Reflective Practice

Background:

• Existing research on ePortfolio use primarily focuses on senior medical students.
• Early introduction of ePortfolios may support foundational reflective practice and portfolio learning skills.
• The Undergraduate Medical ePortfolio (UMeP) was introduced in Year 1 of an early clinical contact curriculum.

Purpose of the Study:

• To evaluate the effectiveness of the UMeP in supporting reflective practice in Year 1 medical students.
• To assess the introduction of portfolio learning concepts at an early stage of medical education.
• To identify key factors influencing the successful implementation of the UMeP.

Main Methods:

• A constructivist qualitative study design was employed.
• Data were collected through focus groups with students (n=14) and semi-structured interviews with tutors (n=6).
• Triangulation of student and tutor perspectives was used to enhance data validity.

Main Results:

• Four major themes emerged: Reflective Practice, Support/Training, ePortfolio functions, and Feedback/Assessment.
• The UMeP was supported for introducing portfolio learning in Year 1, promoting reflection, and facilitating formative assessment.
• Positive factors included regular small group tutor support, feedback, scaffolded reflective writing prompts, and authentic portfolio linkage.

Conclusions:

• Early introduction of the UMeP in Year 1 provides a valuable foundation for reflection and lifelong learning.
• Effective mentoring, organizational support, authentic use, and adequate time are crucial for successful ePortfolio implementation.
• Further tutor training on providing feedback for reflection and improved curriculum integration are recommended to maximize the UMeP's potential.