Use of a structured interview to assess portfolio-based learning.
Context 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. Objectives We aime...
| Publicado en: | Medical Education Vol. 42; no. 9; pp. 894 - 901 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Sep2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105549305&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105549305 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Sep2008 vid: 42 iid: 9 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105549305 2010007848 10.1111/j.1365-2923.2008.03128.x NLM18715487 105549305 ppf: 894 ppct: 7 formats: fmt: @attributes: type: P tig: atl: Use of a structured interview to assess portfolio-based learning. aug: au: Burch VC Seggie JL affil: Department of Medicine, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa. sug: subj: Competency Assessment Methods Education, Medical Evaluation Educational Measurement Professional Portfolios Evaluation Structured Interview Utilization Coefficient alpha Confidence Intervals Data Analysis Software Data Analysis, Statistical Descriptive Statistics Pearson's Correlation Coefficient South Africa Human ab: Context 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. Objectives We aimed to determine the feasibility and internal consistency of a portfolio-based structured interview and its impact on student learning behaviour. Methods 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. Results The mean (+/- standard deviation [SD], 95% confidence interval [CI]) interview score was 67.5% (SD +/- 10.5, 95% CI 66.0-69.1). The correlation coefficients for the interview compared with other component examinations of the assessment process were: multiple-choice question (MCQ) examination 0.42; clinical case-based examination 0.37; in-course global rating 0.08, and overall final score 0.54. Cronbach's alpha coefficient was 0.88 and the SEM was 3.6. Of 181 students, 45.3% completed more than 25 portfolio entries. Conclusions Portfolio assessment using a 30-minute structured interview is a feasible, internally consistent assessment method that requires less examination time per candidate relative to methods described in published work and which may encourage desirable student learning behaviour. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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