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Enhancing Self-Reflection and Assessment in Dental Education: A Comparative Study on e-Portfolio Use in Preclinical
Juan Ignacio Aura-Tormos1, Esther García-Miralles1, Laura Marqués-Martínez2
1Dentistry Department, Faculty of Medicine and Dentistry, University of Valencia, Valencia, Spain.
Summary
Dental students value electronic portfolios (e-portfolios) for reflection. Clinical students found them fairer and preferred written feedback, while preclinical students experienced more technical issues with e-portfolios.
Area of Science:
- Dental Education
- Medical Informatics
- Educational Technology
Background:
- Electronic portfolios (e-portfolios) are recognized tools for fostering reflective learning and competency development in healthcare education.
- Personalized assessment through e-portfolios can enhance the student learning experience.
Purpose of the Study:
- To compare dental students' perceptions of e-portfolio use between preclinical and clinical training phases.
- To identify differences in perceived benefits, challenges, and assessment preferences related to e-portfolio implementation.
Main Methods:
- A cross-sectional survey was administered to preclinical (fourth-year) and clinical (fifth-year) dental students.
- A validated 25-item questionnaire assessed perceptions across six thematic areas.
- Statistical analyses included descriptive statistics, chi-square tests with Cramér's V, and Benjamini-Hochberg correction.
Main Results:
- Both preclinical and clinical students found e-portfolios valuable for self-reflection.
- Clinical students perceived e-portfolios as fairer than traditional assessments and preferred written feedback.
- Preclinical students reported more frequent technical difficulties with e-portfolio use.
Conclusions:
- E-portfolios are positively perceived by dental students throughout their training, evolving from skill demonstration to competency documentation.
- Findings support the integration of e-portfolios within competency-based dental education frameworks.
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