Evaluation of a portfolio-based course on self-development for pre-medical students in Korea
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Purpose: We have developed and operated a portfolio-based course aimed at strengthening pre-medical students’ capabilities forself-management and self-improvement. In order to determine the effectiveness of the course and to establish future operational strategies, we evaluated the course and the students’ learning experience. Methods: The subjects of this study were 97 students of a pre-medical course “Self-development and portfolio I” in 2019. Their learning experience was evaluated through the professor’s assessment of portfolios they had submitted, and the program was evaluated basedon the responses of 68 students who completed a survey. The survey questionnaire included 32 items. Descriptive statistics were reported for quantitative data, including the mean and standard deviation. Opinions collected from the open-ended question weregrouped into categories. Results: The evaluation of students’ portfolios showed that only 6.2% of the students’ portfolios were well-organized, with specificgoals, strategies, processes, and self-reflections, while most lacked the basic components of a portfolio (46.4%) or contained insufficientcontent (47.4%). Students’ responses to the survey showed that regular portfolio personality assessments (72.1%), team (64.7%), andindividual (60.3%) activities were felt to be more appropriate as educational methods for this course, rather than lectures. Turning tothe portfolio creation experience, the forms and components of the portfolios (68.2%) and the materials provided (62.2%) were felt tobe appropriate. However, students felt that individual autonomy needed to be reflected more (66.7%) and that this course interferedwith other studies (42.5%). Conclusion: The findings of this study suggest that standardized samples, guidelines, and sufficient time for autonomous portfolio creation should be provided. In addition, education on portfolio utilization should be conducted in small groups in the future.
Abstract
Purpose: We have developed and operated a portfolio-based course aimed at strengthening pre-medical students’ capabilities forself-management and self-improvement. In order to determine the effectiveness of the course and to establish future operational strategies, we evaluated the course and the students’ learning experience. Methods: The subjects of this study were 97 students of a pre-medical course “Self-development and portfolio I” in 2019. Their learning experience was evaluated through the professor’s assessment of portfolios they had submitted, and the program was evaluated basedon the responses of 68 students who completed a survey. The survey questionnaire included 32 items. Descriptive statistics were reported for quantitative data, including the mean and standard deviation. Opinions collected from the open-ended question weregrouped into categories. Results: The evaluation of students’ portfolios showed that only 6.2% of the students’ portfolios were well-organized, with specificgoals, strategies, processes, and self-reflections, while most lacked the basic components of a portfolio (46.4%) or contained insufficientcontent (47.4%). Students’ responses to the survey showed that regular portfolio personality assessments (72.1%), team (64.7%), andindividual (60.3%) activities were felt to be more appropriate as educational methods for this course, rather than lectures. Turning tothe portfolio creation experience, the forms and components of the portfolios (68.2%) and the materials provided (62.2%) were felt tobe appropriate. However, students felt that individual autonomy needed to be reflected more (66.7%) and that this course interferedwith other studies (42.5%). Conclusion: The findings of this study suggest that standardized samples, guidelines, and sufficient time for autonomous portfolio creation should be provided. In addition, education on portfolio utilization should be conducted in small groups in the future.
참고문헌 (10)
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