Portfolios

Using Portfolios to Assess Professional competence and Development in checkup science laboratoryoratoryoratory SciencesAbstractionBackgroundPortfolios have been recommended for the judgment of pro teaching. To call forth battle and assess master key growing during research research laboratory zeal, portfolio assessment was proposed for the concluding twelvemonth BMLS and DMLT programmes in capital of Uganda international University.Work DoneThe bookmans undergoing clinical research lab preparation in learning infirmaries, and engaged in everyday research lab services under supervising of fitting checkup Laboratory Scientists, composed a portfolio detailing their day-to-day experiences, spend a penny done, and lessons acquire. Their supervisors and facilitators go forthd day-to-day feedback and endorsed their entries. The portfolios were examined at the terminal of preparation by module cater and external tester through unwritten presentation and interviews. Ratin g claim considered quality of presentation, portfolio content, presentation of progressive development, and ability to do skipper judgement. disciples and assessors credit of this instrument was determined with questionnaire.Consequences72 % of the pupils and assessors genuine the method. some(prenominal) pupils inform that it improved dedication to preparation, encouraged contemplation, and allowed for frequent feedback. Many believed that it was a apt appraisal, but it was dress up devouring. 88 % of the participants would welcome it as a addendum to the measuring trials.DecisionsThe portfolio appraisal was vertical accepted, rational, and provided a valid appraisal of pupil battle and simulate advance during professional preparation.Take Home MessageThe inclusion of portfolio appraisal in aesculapian checkup Laboratory Sciences Education provided valid appraisal of pupils battle in preparation and professional development over clip.IntroductionThe usage of port folios in health professions teaching has increased dramatically over the gray-headed ages. The enthusiastic credence of this ascertain is in portion born out of the of all time number involvement in results ground instruction in all divisions of wellness science.1 The course of study of most wellness scientific disciplines schools now strain reliable experiences, promote self way and contemplation in acquisition, and results based appraisal. Portfolios non merely stimulate professional development and brooding acquisition, they besides provide chance for self way, and avenues for feedback from faculty.2, 3 Portfolios have been recommended for the appraisal of professional development in medical examination education,4 and several studies document their successful usage in appraisal of competency at both undergrad and postgraduate levels.5,6 To excite battle and to evaluate professional development during clinical research lab preparation, portfolio development and apprais al was proposed for the concluding twelvemonth Bachelor of Medical Laboratory Sciences and the Diploma in Medical Laboratory Technology pupils of the Kampala supranational University, Uganda in 2008. This article reports the experience of the usage of portfolios to measure professional development in these programmes.MethodsInstitutional blessing for the survey was obtained from the IREC. Eighteen concluding twelvemonth pupils who were undergoing clinical research lab preparation in the instruction infirmaries at the Kampala International University Teaching Hospital Ishaka and the Mulago Hospital in Kampala and government issue parting in everyday day-to-day research lab recreate were requested to compose and keep a portfolio consisting inside informations of their day-to-day experiences, seduce done and lessons learnt during their preparation. Their supervisors and programme facilitators provided day-to-day feedback on their work and endorsed all entries. At the terminal of th eir clinical research lab preparation, the portfolios were examined by the four module cater and an external tester. The pupils were besides required to do a 15 proceedingss presentation based on the portfolio content, and take interview on lessons learned and overall impact of the preparation on their development. A evaluation glossary utilise for the appraisal considered the quality of pupil s presentation, portfolio content, presentation of pupil s progressive development over clip, and their ability to do professional judgement. Questionnaires were used to find the pupils and raters positions on the acceptableness, convenience, and utility of this method of appraisal. The informations were analyzed quantitatively and qualitatively.Table 1 Rubric for the appraisal of the pupils portfoliosStandard metStandard non met1Presentation was sodding(a) in 15 proceedingss2Quality of presentation3Student showed progressive development over clip4Student reflected on experiences and co uld do good professional judgement5Portfolio content was fair to middling6Overall appraisalBase on ballsFail widely distributed remarksConsequencesThe consequence showed that 70 two per cent ( 72 % ) of the pupils and assessors accepted the method as a valid and effectual agencies of measuring professional competency. Many pupils ( 15 of the 18 ) reported that it improved their committedness to the research lab preparation, and encouraged them to reflect on their day-to-day experiences. Both module and pupils reported that it allowed for frequent feedback and more battle in the programme. Many believed that it was a rational appraisal as it sired development over clip, but it was clip eat and rather tasking on both pupils and staff. Eighty eight per cent ( 88 % ) were of the position that it should be a addendum and non a replacement for the specimen written and practical trials.DiscussionThe development of portfolio as a tool for the appraisal of professional competency and dev elopment offers several advantages over the traditional criterion trials which to a big extent are reductionist and do non capture patterned advance over clip. Application of portfolio appraisal in Medical Laboratory Sciences instruction is non widespread and merely few studies are useable in literature.7 This survey demonstrated that portfolio development and appraisal is good accepted by both staff and pupils in the medical research lab scientific disciplines programme of the Kampala International University. An of import facet of medical instruction is the matching of assessment methods with larning musical mode, as assessment thrusts larning. Portfolio appraisal aligns good with competence based instruction whose dogmas include learner centeredness, formative feedback, developmental procedure, contemplation, and multiple types and beginnings of assessment.3 This survey demonstrated this clearly as it promoted pupil /staff battle in the clinical research lab preparation programm e, pupils monomania of their preparation, and reflective acquisition which are some of the advantages highlighted by similar old studies of the usage of portfolio in other programmes.8, 9The survey besides showed that many of the survey participants would non welcome this signifier of appraisal as the lone manner of pupil appraisal. Rather it would be a valuable add-on to the traditional methods of appraisal of competency. The restrictions of this survey include the little sample size used for the survey. It is recommended that a larger sample of pupils be included in a more luxuriant survey perchance over a long-lived study period. To ease the load of appraisal, utilizing structured interview to measure the portfolio as recommended by Burch and Seggie 10 could be helpful.DecisionThe usage of portfolios to measure pupils advancement and professional competency in Medical Laboratory Sciences is a welcome proposition. It should be used to supplement the criterion written and pract ical trials. Its advantages include excitant of pupil battle, self way, brooding acquisition, and monitoring of advancement over clip. It is merely seen to be clip devouring for the pupils. Its debut extends the methods of appraisal in Medical Laboratory Sciences.Mentions1. Davis MHhttp //informahealthcare.com/entityImage/ ? command=200B & A zwnj , Amin Zhttp //informahealthcare.com/entityImage/ ? code=200B & A zwnj , Grande JP, ONeill AEhttp //informahealthcare.com/entityImage/ ? code=200B, Pawlina Whttp //informahealthcare.com/entityImage/ ? code=200B & A zwnj , Thomas R. et al.Case surveies in outcome-based instruction. Medical Teacher 2007 29 ( 7 ) 717-7222. Driessen, E. , Van Tartwijk, J. , Overeem, K. , et Al. Conditionss for successful brooding usage of portfolios in undergraduate medical education.Medical Education 2005 391230 -12353. Carraccio C. Portfolio Assessment The Key to Learner Centered-Education. Downloaded from hypertext transfer communications protocol //innovationlabs.com/r3p_public/rtr2/downloads/Portfolios % 20R3P % 20Group % 20Plenary.ppt. Accessed 13/01/2010.4. Friedman Ban David M, Davis M H, Harden R M, Howie P W, Ker J and Pippard M J. AMEE Medical Education Guide No 24 Portfolios as a method of pupil appraisal. Medical Teacher 2001 23 ( 6 ) 535-5515. McCready T. Portfolios and the appraisal of competency in nursing A literature reappraisal. International Journal of Nursing Studies 2007 44 ( 1 ) 143-1516. Izatt S. Educational positions Portfolios The following appraisal tool in medical instruction? NeoReviews 2007 8 ( 10 ) e4057. Thom & A eacute G, Hovenberg H, Edgren G. Portfolio as a method for uninterrupted appraisal in an undergraduate wellness instruction programme. Medical Teacher 2006 28 ( 6 ) e171-e1768. Lim J L K, Chan N F, Cheong P Y. Experience with portfolio-based acquisition in kinsperson medical specialty for maestro of medical specialty grade. Singapore Med J 1998 39 ( 12 ) 543 5469. Hadfield I, Murdoch G, Smithers J, Vaioleti L, Patterson H. Is a professional portfolio, as a embark of continued professional development, the most effectual method to measure a physical therapist s competency? New Zealand Journal of physiatrics 2007, 35 ( 2 ) 72-83.10. Burch VC, Seggie JL. Use of a structured interview to measure portfolio-based acquisition. Medical Education 2008 42 ( 9 ) 894-900