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Portfolio learning: a proposal for undergraduate cancer teaching
I G Finlay1, T S Maughan, D J Webster
1University of Wales College of Medicine, Heath, Cardiff, UK.
Medical Education
|January 1, 1994
Summary
This study shows that a longitudinal, portfolio-based approach to undergraduate medical education improves students' understanding of cancer patient care. This method offers valuable insights into the patient experience and cancer
Area of Science:
- Medical Education
- Oncology
- Patient-Centered Care
Background:
- Traditional medical curricula may not fully prepare students for the complexities of cancer care.
- There is a need for educational models that foster empathy and a holistic understanding of the patient journey in oncology.
Purpose of the Study:
- To evaluate a longitudinal, portfolio-based educational approach for medical students using cancer patients as a model.
- To assess if this method enhances understanding of cancer's natural history and its impact on patients and families.
Main Methods:
- Randomized controlled trial comparing a portfolio teaching group with a standard curriculum control group.
- Students in the intervention group followed three consenting cancer patients longitudinally, compiling case-based portfolios.
- Regular tutorials provided support and direction; evaluation included portfolio review, clinical competence appraisal, and MCQ examinations.
Main Results:
- The portfolio teaching method was evaluated against the standard curriculum.
- The study assessed the achievement of aims related to personal experience with cancer patients and understanding of the disease's impact.
Conclusions:
- The longitudinal, portfolio-based approach aims to provide a deeper personal experience with cancer patients across all disease stages.
- This educational model seeks to improve students' understanding of cancer's natural history and its psychosocial impact on patients and families.
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