Improvement of students' reflective skills by using e-portfolio during the Family Medicine course

Authors

Venija Cerovecki
Zlata Ozvacic Adzic
Goranka Petricek
Djurdjica Kasuba Lazic
Lucija Murgic
Sanja Blazekovic Milakovic

Theme

Virtual Patients and eCase Studies

Category

eCase Studies

INSTITUTION

University of Zagreb, School of Medicine, Department for Family Medicine

Conclusion

E-portfolios help students reflect on their actions and stimulate students to assess and analyse their

actions systematically and critically!

Background

Family medicine course at the School of Medicine, University of Zagreb

 

  • final year of 6-year undergraduate medical curriculum

 

  • Family medicine course - 140 hours (6 weeks) 

            theoretical education - 60 hours 

            practical work in family medicine practices - 80 hours

Summary of Work

 

  • defining of the learning outcomes, programme duration and plan for the Family medicine course

 

  • defining of the structure of e-portfolio
Take-home Messages

E-portfolios help students to be self-critical doctors!

Summary of Results

E-portfolio contains

  • practice characteristics
  • administrative and legislative obligations of family physicians
  • characteristics of consultation in the family medicine
  • characteristics of patient-physician relationship in the family medicine
  • reflection on selected clinical cases seen in practice and actions done independently or with supervision by menthors

E-portfolio is incorporated in the assessment procedure

 

 

Acknowledgement

We thank the teachers, academic staff, mentors and students who participated in the preparing e-portfolio for the Family medicine course at School of Medicine, University of Zagreb.

References

 

  1. Schuwirth LWT, Van der Vleuten CPM. General overview of the theories used in assessment: AMEE Guide No. 57. Med Teach. 2011; 33: 783-797.
  2. Driessen E, Van Tartwijk Jdornan T. The self-critical doctor: helping students become more reflective. BMJ. 2008; 336: 827-830.
  3. Korthagen FAJ, Kessels J, Koster B, Lagerwerf B, Wubbels T. Linking theory and practice: The pedagogy of realistic teacher education. Mahwah, NY: Lawrence Erlbaum Associates 2001.

 

 

Conclusion
Background
Summary of Work
Take-home Messages
Summary of Results
Acknowledgement
References
Send ePoster Link