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Enhancing Anatomical Proficiency and Clinical Application Through Portfolio-Based Learning: A Randomized Controlled

Yasir Hassan Elhassan1,2, Emad Ali Albadawi1, Asim M Almughamsi3

  • 1Department of Basic Medical Sciences, College of Medicine, Taibah University, Al-Madinah Al-Munawara, Saudi Arabia.

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Summary

Portfolio-based learning significantly improved medical students' anatomical knowledge and motivation compared to traditional methods. This active learning approach enhances clinical application and supports diverse learning needs in medical education.

Keywords:
anatomical proficiencyclinical applicationmedical educationmixed‐methodsportfolio‐based learningself‐determination theorystudent motivation

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Area of Science:

  • Medical Education
  • Anatomy
  • Educational Psychology

Background:

  • Effective teaching is vital for competent healthcare professionals.
  • Self-determination theory (SDT) provides a framework for understanding motivation in learning.
  • Traditional medical education methods may not fully engage students or link theory to practice.

Purpose of the Study:

  • To evaluate the efficacy of portfolio-based learning (PBL) in enhancing anatomical proficiency.
  • To assess the impact of PBL on student motivation using SDT.
  • To compare PBL with traditional teaching methods in medical education.

Main Methods:

  • A randomized controlled trial with a mixed-methods design was employed.
  • 150 third-year medical students were assigned to PBL or traditional learning groups.
  • Anatomical proficiency was measured by Objective Structured Practical Examination (OSPE); motivation was assessed via focus-group discussions.

Main Results:

  • The PBL group showed significantly higher anatomical proficiency on the OSPE compared to the control group.
  • Qualitative analysis indicated PBL improved application of anatomical knowledge, autonomy, and intrinsic motivation.
  • The control group experienced challenges with passive learning and rote memorization.

Conclusions:

  • Portfolio-based learning is an effective strategy for improving anatomical proficiency and motivation in medical students.
  • PBL enhances the integration of theoretical knowledge with clinical practice.
  • Active learning approaches like PBL cater to diverse learning needs and improve educational outcomes.