Learning Portfolio in Undergraduate Medical Education
As a part of the Personal Tutoring Programme of undergraduate students in the Faculty of Medicine, a learning portfolio system has been brought into use for first year medical and dental students in the fall of 2008. This followed a pilot project two years ago. This learning portfolio is implemented as a set of electronic folders in the intranet of the Medical Faculty (Medica-portal).
A special planning group, including representatives of teachers, educational experts and students, was nominated for construction and evaluation of the portfolio.
Learning portfolio development group:
- professor Pekka Kääpä, MD
- education coordinator Outi Jääskeläinen, MA
- teaching coordinator Helena Haapanen, RN
- computer analyst Antti Tarponen
- personal tutor Mikko Mattila, MD
- education researcher Marita Neitola, MA
- medical student Kaisa Vehmas
Aims of the portfolio:
- support of personal and professional growth
- promotion of feedback
- development of reflective learning
Aim
The aim of this innovation is to emphasize personal and professional growth of students, and to promote the processes of receiving and giving feedback both on study and also on the progress of growth. The purpose is also to embed reflection on one’s own actions and decisions as a crucial part of professional growth in medicine.
Design of the portfolio
The learning portfolio in the Medical Faculty in Turku is designed to contain three components. The personal study plan is obligatory for every student in the University of Turku and is considered as a part of learning portfolio in the faculty. The portfolio additionally incorporates given assignments performed as parts of the professional growth-track. Associated with these tasks the students do self-evaluations from a standpoint of a learner, physician, medical expert, researcher, and as a person. Every spring there is a one-to-one discussion between the tutor and the student about the learning portfolio.
Evaluation
In spring 2008 a pre-evaluation among the tutors and students indicated that both groups considered the learning portfolio as a tool for self-reflection and follow-up of learning progress. In addition, whereas tutors expected the portfolio to function also as a tool for professional growth, students considered the portfolio mainly as a storage for learning assignments.
To verify the functionality and quality of the learning portfolio, a longitudinal follow-up study has been started. The first survey has been completed and is being subjected to analysis. The second part will take place in spring 2009. The control group is the corresponding intake of medical and dental students in the University of Oulu. In the beginning and at the end of the clinical phase the surveys will be repeated. The study will contribute to modifying the content and structure of the portfolio.
