Struggles and joys : a mixed methods study of the artefacts and reflections in medical student portfolios

Jenny McDonald, Wendy Hu, Sylvia Heeneman

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)

Abstract

Introduction: Portfolios scaffold refection on experience so students can plan their learning. To elicit refection, the learning experiences documented in portfolios must be meaningful. To understand what experiences frst-and second-year medical students fnd meaningful, we studied the patterns in the artefacts chosen for portfolios and their associated written refections. Methods: This explanatory mixed methods study of a longitudinal dataset of 835 artefacts from 37 medical student’ portfolios, identifed patterns in artefact types over time. Mixed model logistic regression analysis identifed time, student and curriculum factors associated with inclusion of the most common types of artefacts. Thematic analysis of participants’ refections about their artefacts provided insight into their choices. Interpretation of the integrated fndings was informed by Transformative Learning (TL) theory. Results: Artefact choices changed over time, infuenced by curriculum changes and personal factors. In frst year, the most common types of artefacts were Problem Based Learning mechanism diagrams and group photos representing classwork; in second year written assignments and ‘selfes’ representing social and clinical activities. Themes in the written refections were Landmarks and Progress, Struggles and Strategies, Connection and Collaboration, and Joyful Memories for Balance. Coursework artefacts and photographic self-portraits represented all levels of transformative learning from across the curriculum. Conclusions: Medical students chose artefacts to represent challenging and/or landmark experiences, balanced by experiences that were joyful or fostered peer connection. Novelty infuenced choice. To maximise learning students should draw from all experiences, to promote supported refection with an advisor. Tasks should be timed to coincide with the introduction of new challenges.
Original languageEnglish
Number of pages11
JournalPerspectives on Medical Education
Volume13
Issue number1
DOIs
Publication statusPublished - 1 Jan 2024

Open Access - Access Right Statement

© 2024 The Author(s). This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. See http://creativecommons.org/licenses/by/4.0/.

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