Enhancing student reflection: the development of an e-portfolio

摘要

Context and setting There is good evidence supporting the use of reflection in adult learning. At Cardiff University, final-year medical students have completed paper-based portfolios on their community placements for several years.Why the idea was necessary Feedback, from students, general practice (GP) tutors and staff, highlighted several deficiencies in the existing portfolio format. Students were sometimes unclear about the process and value of completing portfolios, and this was reflected in variations in the quality of submitted work. They also frequently commented that the workload involved in submitting 12 reflective case reports was excessive. Course organisers were concerned about inter-marker reliability. What was done The e-portfolio was developed according to the principles of action research, with the views of stakeholders (students, tutors, markers and course organisers) taken into consideration. The e-portfolio includes templates to guide studentsthrough the stages of the reflective learning cycle and personal learning plans. 'Help' icons in each template can be clicked on to access detailed information about what each section should contain. The e-portfolio supports links to other information, such as a reflective learning tutorial, examples of good and bad portfolios (with teaching notes), reading lists, and hyperlinks to relevant health websites. The e-portfolio is delivered as part of a reflective learning package. This includes: