Introduction to
Portfolio &
Reflective
Writing
Dr Si& Mariam Bujang
Department of Medical Educa&on
Content
Content of portfolio
Portfolio record
What is an ePortfolio?
Miller’s Pyramid of Clinical
Competence
Why portfolio is important?
Evaluate the coursework quality, learning
progress, and academic achievement.
Determine whether the students have
met learning standards or other academic
requirements for courses, grade-level
promotion, and graduation.
Help the students to reflect on their academic
goals and progress as learners.
Provide a basis the student to have mentorship
meetings with a faculty advisor for continuous
improvement
Can allow for the demonstration of scholar,
professionalism and managerial
competencies
Create a lasting archive of academic work
products, accomplishments, and other
documentation.
What is reflection?
Why reflect?
When to reflect?
Gibb’s Reflective Cycle
What would I do in a similar situation
in the future?
What aspects of my knowledge /
skills could I develop?
How will I do this?
What goals can I set myself for the
future?
What outcomes / competencies do I
need to focus on now?
Evaluation of reflection
Introduction
& Reflectiv
Dr Si& Mari
Department of M
n to Portfolio
ve Writing
iam Bujang
Medical Educa&on
Content
1. Portfolio
2. What is portfolio
3. What goes in the portfolio
§ Reflection
§ Reflective learning
§ Assessment of reflection
4. What is reflection
5. Stages of reflection
6. Why reflect?
7. Evaluation
n
Are different from curriculum What is portfolio?
vitaes and career logs in that
they must contain a
component of self-reflection
on the contents- key for
professional development
Vary from context to context
depending on their specialized
purpose.
The purpose of student
assessment will determine the
content, the process of
creating it and the
interpretation of the evidence.
General definition:
. a hinged cover or flexible case for carrying loose
papers, pictures, or pamphlets
. a set of pictures (such as drawings or photographs)
usually bound in book form or loose in a folder
. a selection of a student's work (such as papers &
tests) compiled over a period of time and used for
assessing performance or progress
(https://www.merriamwebster.com/dictionary/portfolio)
Medical education context:
“A portfolio is a collection of a student’s work, which
provides evidence of the achievement of
knowledge, skills, appropriate attitudes and
professional growth through a process of self
reflection over a period of time”
(Davis M.H. and Ponnamperuma G.G. 2009)
Content of portfolio
This may include:
– Written report or research proje
– Samples of evaluation perform
– Procedure log book/checklist
– Videotape of interaction
– Record of practical procedures
– Written reflection on evidence a
professional growth.
ect
mance
(logbook)
and
Portfolio record
What is an ePortfolio?
Miller’s Pyramid of C
Clinical Competence
Why portfolio is important?
q Evaluate the coursework quality, learning
q Determine whether the students have met
requirements for courses, grade-level prom
q Help the students to reflect on their acade
q Provide a basis the student to have mento
continuous improvement
q Can allow for the demonstration of scholar
competencies
q Create a lasting archive of academic work
documentation.
progress, and academic achievement.
t learning standards or other academic
motion, and graduation.
emic goals and progress as learners.
orship meetings with a faculty advisor for
r, professionalism and managerial
k products, accomplishments, and other
What is reflection?
Schaefer • as ‘consc
and Curley about and
one has d
(2002)
defines • allows on
reflection: experienc
ciously thinking
d analyzing what
done (or doing)
ne to look back on
ce in a new way
Why reflect?
Re-evaluate our lives
and to construct new
learning from the
experience
Critically reflect on
own experience may
lead to transformative
learning
When to reflect?
when they enco
situations that
when indiv
to apply kn
techniques
through for
ounter
are unique
viduals may not be able
nown theories or
s previously learnt
rmal education.
Gibb’s Reflective Cycle
Gibbs G (1988) Learning by Doing: A guide to
teaching and learning methods. Further
Education Unit. Oxford Polytechnic: Oxford
Where was I?
W
Wh
What happene
?
Who else was
there?
Why was I there?
hat was I doing?
ed?
How was I What was I What did How did
feeling at thinking other feel abou
about?
the people’s the
beginning? actions outcome
make me
think / feel?
dI What do I
ut think about
e? it now?
What was
good about
the
experience
for me, the
patient,
others?
What was
bad about the
experience
for me, the
patient, for
others?
‘Breaking
it down’
Did it
go as
expect
ed?
. Could I have done anything differently?
. What are the key things I have learned from
. performance, others and their performance?
. Can this be evidence of achievement of plac
this incident – about me, my
?
cement outcomes/competencies?
. What would I do in a similar situation
in the future?
. What aspects of my knowledge /
skills could I develop?
. How will I do this?
. What goals can I set myself for the
future?
. What outcomes / competencies do I
need to focus on now?
Facilitating reflectiv
practice
Friend,
facilitator,
superior,
mentor
Diary,
write
journal,
ve blog
Evaluation of reflection
Element of reflection
Brief description of event:
Time, place, location, who were involve
not the name of the person)
Attending to feeling (during the incide
• Explore your affective (feeling) react
• What was your concerns and though
• What do you think other people (frien
at that time, and how do you know w
Score
0-1
ed (The job title,
ent) 0-1
tion to the event.
ht at that time
nds, faci) feeling
what she felt?
Element of reflection
Critical analysis:
your thought, your assumption, other p
and the context (place, time, set up)
Synthesis / Evaluation:
weighing up different interest, room for
uncertainties, evaluate own position an
• What have you learnt from the event
• How does this relate with your previo
experiences?
• In what ways do theories or underlyin
explain the situation?
people involved Score
0-3
dilemma and
nd emancipation 0-3
t
ous
ng knowledge
Element of reflection
Outcomes:
(learning needs, changed of perception
acquired new skill
• Given a similar situation in the future
behave?
• Has this changed your way of practic
• What are your learning needs arising
experience?
• What are your strategies to achieve
needs?
n Score
0-2
n, behaviour or
e, how would you
ce?
g from this
those learning
(Source: https://www.slideshare.net/pujashrivastav1/reflective-teachin
ng-and-action-research)