الفهرس 
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Abstract
There is a growing interest to teach and introduce professionalism
to the undergraduate medical students. A professional doctor reflects,
commits to his own learning and interacts with the patients, their families
and the health team he works with. He needs an assessment method that
could be used for self reflection and self assessment and can contribute to
his learning process.
Selecting, collecting, and reflecting on evidences that learning has
taken place are the main principles underlying portfolio building. The
goal setting component in the portfolio is related to the student-centered
learning, which is based on students’ needs and where they are
responsible for their learning. These principles are strongly related to the
adult learning theories.
In CBE, the students spend much more time in training and
learning. Learning could happen in different occasions and with different
persons. So, it is a challenge to assess students in such settings which the
assessment depends very much on evidences of their achievements and a
cross-sectional view of these achievements is needed to make a fair
judgment.
This study aimed at implementing portfolio as an assessment tool,
which could be used to assess not easily assessed learning outcomes by
usmg methods, that results in increasing the varieties of evaluated
outcomes for undergraduate students at the Faculty of Medicine, Suez
Canal University. The portfolio was developed for the students in phase
two during their field training, and after collecting experts’ opinions,
piloting and evaluating the developed portfolio.
The study objectives were:
1. To develop, validate and implement a portfolio prototype for the
students (in phase II) at the Faculty of Medicine, Suez Canal
University during their field training.
2. To test the reliability of the developed portfolio.
3. To measure students’ and raters’ satisfaction of the developed
portfolio.
The study was an experimental study one. The target population of the
study was the second and (n= 38) third (n= 38) years’ students (second phase
students) at the Faculty of Medicine, Suez Canal University.
To achieve the study’s objectives, the first step to be done was to identify
the problem that urged the development of a portfolio. This step was done by
reviewing the documents of the objectives and the activities in the field
training and the literature review. The close agreement between the ILOs, the
tasks and the assessment methods was checked during this step.
Developing the portfolio was started by identifying the purpose of the
portfolio, then determining the main components (entries) of the portfolio, tools
for portfolio assessment (rating scale with its scoring rubrics), and last
developing guidelines for students and tutors explaining selecting and
evaluating the entries.
Delphi method was conducted to validate the developed portfolio. In
this method, the developed template of portfolio was revised by 7 experts
(medical education experts and the field training coordinator).
Implementing the portfolios was done by the distribution to the
students at the beginning of the study year. Orientation workshops were
conducted for each year’s students. Other workshops were organized for the
tutors.
The evaluation process included the assessment of the inter-rater
reliability and the internal consistency of the developed portfolio,
measurement of the students’ satisfaction with the developed portfolio
regarding the acquired knowledge, skills and their perception of its usefulness
and measurement of the raters’ satisfaction by self administered
questionnaires asking about their satisfaction regarding the assessment
process. The mean score (out of 80) in second year was 62.6, and the third
year was 49. This study showed that the inter-rater reliability was acceptable.
The internal consistency was (0.7 in year 2 and 0.71 in year 3) which means
that it was accepted.
The overall students’ satisfaction with the portfolio was moderate to high.
The satisfaction was slightly lower in the third year than the second year.
Both groups of students understood how to use it and what type of
evidence to collect. They also agreed that the portfolio helped them to become
a more self-directed learner. Regarding identification of their strengths and
weaknesses, second year’s students agreed with that but the third year’s
students were neutral.
Regarding that the tutor discussed portfolio with them and he/she gave
useful guidance on using the portfolio, second year’s students agreed but, the
third year’s students disagreed. They agreed that the portfolio was a loss of
time; this could be the main reason of the neutral satisfaction of the students
regarding some items.
The overall satisfaction of the raters was high. Most of the raters
strongly agreed that the combination. of the portfolio assessment and the
clinical examination is effective. Most of them agreed that portfolio
identified students’ strengths and weaknesses. More than half of them
agreed that all the sections of the developed portfolio were helpful in
providing information. Most of them strongly agreed! agreed that the
instructions for them are clear and they recommended using the same
portfolio in subsequent years. This supports using this assessment method
for the undergraduate students.
The study concluded that introducing portfolio into the early years
in a medical school is a successful experience. In addition to its learning
purposes, portfolio assessment is necessary to evaluate the progress of
students’ achievements of the intended learning outcomes. It helps
increasing the reflective and the goal setting ability of the students.
Structuring, guiding, both the examiners and the examinees, and using an
objective assessment tool are all necessary to use portfolios in the
assessment purposes. Portfolio assessment provides an effective method
to assess the various and difficultly assessed ILOs achieved by the
students in CBE learning activities. The perception of the students that
the portfolio building is a loss of time or it involves excessive paper work
could be changed by establishing a supportive portfolio culture integrated
in the educational process.