J Educ Eval Health Prof.  2019;16:38. 10.3352/jeehp.2019.16.38.

Evaluation of a portfolio-based course on self-development for pre-medical students in Korea

• Yoo DM
• Cho AR
• Kim S

• KMID: 2502161
• DOI: http://doi.org/10.3352/jeehp.2019.16.38

Abstract

Purpose
We have developed and operated a portfolio-based course aimed at strengthening pre-medical students’ capabilities for self-management and self-improvement. In order to determine the effectiveness of the course and to establish future operational strategies, we evaluated the course and the students’ learning experience.
Methods
The subjects of this study were 97 students of a pre-medical course “Self-development and portfolio I” in 2019. Their learning experience was evaluated through the professor’s assessment of portfolios they had submitted, and the program was evaluated based on the responses of 68 students who completed a survey. The survey questionnaire included 32 items. Descriptive statistics were reported for quantitative data, including the mean and standard deviation. Opinions collected from the open-ended question were grouped into categories.
Results
The evaluation of students’ portfolios showed that only 6.2% of the students’ portfolios were well-organized, with specific goals, strategies, processes, and self-reflections, while most lacked the basic components of a portfolio (46.4%) or contained insufficient content (47.4%). Students’ responses to the survey showed that regular portfolio personality assessments (72.1%), team (64.7%), and individual (60.3%) activities were felt to be more appropriate as educational methods for this course, rather than lectures. Turning to the portfolio creation experience, the forms and components of the portfolios (68.2%) and the materials provided (62.2%) were felt to be appropriate. However, students felt that individual autonomy needed to be reflected more (66.7%) and that this course interfered with other studies (42.5%).
Conclusion
The findings of this study suggest that standardized samples, guidelines, and sufficient time for autonomous portfolio creation should be provided. In addition, education on portfolio utilization should be conducted in small groups in the future.

Keyword

Medical education; Portfolio; Self-improvement; Social competence; Korea

Figure

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  Fig. 1. Educational goals of the portfolio-based course and outlines of the lessons. SWOT analysis, strengths, weaknesses, opportunities, and threats analysis; MBTI, Myers–Briggs Type Indicator; L, large lecture; W, workshop; I, individual activity; T, team activity.

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  Fig. 2. Evaluation of the course (%). Week 2: SWOT analysis activity; week 3: MBTI workshop; week 5: the nature of college and the meaning of being a college student; week 6: successful college life and future master plan; week 7: self-directed college life; week 8: self-leadership and self-identity. SWOT analysis, strengths, weaknesses, opportunities, and threats analysis; MBTI, Myers–Briggs Type Indicator.

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  Fig. 3. Evaluation of the portfolio creation experience (%).

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  Fig. 4. Evaluation of the achievements (%).

Reference

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