Use of a structured interview to assess portfolio-based learning

Medical Education
Vanessa C Burch, Janet L Seggie

Abstract

Portfolio-based learning is a popular educational tool usually examined by document review which is sometimes accompanied by an oral examination. This labour-intensive assessment method prohibits its use in the resource-constrained settings typical of developing countries. We aimed to determine the feasibility and internal consistency of a portfolio-based structured interview and its impact on student learning behaviour. Year 4 medical students (n = 181) recorded 25 patient encounters during a 14-week medical clerkship. Portfolios were examined in a 30-minute, single-examiner interview in which four randomly selected cases were discussed. Six standard questions were used to guide examiners in determining the ability of candidates to interpret and synthesise clinical data gathered during patient encounters. Examiners were trained to score responses using a global rating scale. Pearson's correlation co-efficient, Cronbach's alpha coefficient and the standard error of measurement (SEM) of the assessment tool were determined. The number of students completing more than the required number of portfolio entries was also recorded. The mean (+/- standard deviation [SD], 95% confidence interval [CI]) interview score was 67.5% (SD +/- 10...Continue Reading

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Apr 13, 2011·The Laryngoscope·Richard K GurgelRichard J H Smith
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