Hefny, H., Abdel-Shafy, H., Abbadi, S. (2023). Development, Implementation, and Evaluation of Medical Students' Portfolio at a Newly Developed Competency-Based Medical Education Curriculum/School. Suez Canal University Medical Journal, 26(9), 1-12. doi: 10.21608/scumj.2023.323604
Hosam Hefny; Hadeer Abdel-Shafy; Said Abbadi. "Development, Implementation, and Evaluation of Medical Students' Portfolio at a Newly Developed Competency-Based Medical Education Curriculum/School". Suez Canal University Medical Journal, 26, 9, 2023, 1-12. doi: 10.21608/scumj.2023.323604
Hefny, H., Abdel-Shafy, H., Abbadi, S. (2023). 'Development, Implementation, and Evaluation of Medical Students' Portfolio at a Newly Developed Competency-Based Medical Education Curriculum/School', Suez Canal University Medical Journal, 26(9), pp. 1-12. doi: 10.21608/scumj.2023.323604
Hefny, H., Abdel-Shafy, H., Abbadi, S. Development, Implementation, and Evaluation of Medical Students' Portfolio at a Newly Developed Competency-Based Medical Education Curriculum/School. Suez Canal University Medical Journal, 2023; 26(9): 1-12. doi: 10.21608/scumj.2023.323604
Development, Implementation, and Evaluation of Medical Students' Portfolio at a Newly Developed Competency-Based Medical Education Curriculum/School
1Department of Medical Education, Faculty of Medicine, Suez University, Egypt
2Department of Physiology, Faculty of Medicine, Suez University, Egypt.
3Department of Microbiology and Immunology, Faculty of Medicine, Suez University, Egypt.
Abstract
Background: The Faculty of Medicine, Suez University (FOM/SU) is a newly developed competency-based medical education curriculum/school that was established in 2017 then started working in 2018. One of the main requirements at FOM/SU is to adopt and incorporate a portfolio in the undergraduate learning and assessment process. Aim: This study aims to develop, implement, and evaluate a medical student's portfolio with the ultimate goal of ensuring quality learning performance. Subjects and Methods:A quasi-experimental single-group post-test only designed composed of 90 participants (65 undergraduate medical students and 25 mentors) as a comprehensive sample. The intervention was a newly developed students' portfolio model. Results:After implementing the newly developed students' portfolio model, all participant students agreed that the portfolio included enough entries in each area to make valid judgments, the portfolio included the students' self-evaluations and their reflections on what was learned, the portfolio provided clear evidence of learning to users of the portfolio, and the portfolio providing for student participation and responsibility. Conclusions:This study concluded that most of the studied undergraduate medical students and their mentors agreed that the newly developed students' portfolio was well organized, properly arranged, its purpose clearly stated, and included assessment based on clearly stated criteria of successful performance.
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