How Does Portfolio Assess Interprofessional Learning of Medical and Midwifery Students in Community-based Maternal and Children Health Care

Bulan Kakanita Hermasari

Abstract


Top-quality maternal health care requires midwifery and medical students to work together in multidisciplinary interprofessional education (IPE). Achieving IPE learning competencies requires interprofessional assessment methods; one such is portfolio writing. To evaluate interprofessional core competencies illustrated by IPE portfolios. A qualitative design using content analysis to evaluate portfolios of midwifery and medical students attending three weeks’ interprofessional learning in an Indonesian university. Sixty portfolios were analyzed for four IPE core competencies. Fifteen open-ended questionnaires were collected to confirm the data and further explore issues. Four interprofessional core competencies were illustrated in portfolios. While only three portfolios contained objective evidence of learning, over two-thirds of students could plan appropriate, concrete work based on interprofessional learning. The results indicate that the portfolio assesses interprofessional learning with student reflections that illustrate the achievement of four IPE core competencies. The validity of this competency achievement is also supported and confirmed by the evidence of learning and subsequent learning plans. Furthermore, portfolios also can encourage the students to prepare a concrete and appropriate work plan or study plan for students’ interprofessional learning

Keywords


portfolio; medical; midwifery; interprofessional; assessment

References


S. Way, “Consistent, quality midwifery care: How midwifery education and the role of the midwife teacher are important contributions to the Lancet Series,” Midwifery, 2016.

M. J. Renfrew et al., “Midwifery and quality care: Findings from a new evidence-informed framework for maternal and newborn care,” Lancet, vol. 384, no. 9948, pp. 1129–1145, 2014.

International Confederation of Midwives, “INTERNATIONAL CONFEDERATION OF MIDWIVES Essential competencies for basic midwifery practice,” 2010.

Interprofessional Education Collaborative Expert Panel, “Core Competencies for Interprofessional Collaborative Practice: Report of an expert panel,” Washington DC, 2011.

R. McNair, N. Stone, J. Sims, and C. Curtis, “Australian evidence for interprofessional education contributing to effective teamwork preparation and interest in rural practice,” J. Interprof. Care, vol. 19, no. 6, pp. 579–594, 2005.

C. O’Halloran, S. Hean, D. Humphris, and J. Macleod-Clark, “Developing common learning: the new generation project undergraduate curriculum model.,” J. Interprof. Care, vol. 20, no. 1, pp. 12–28, 2006.

E. Bate, J. Hommes, R. Duvivier, and D. C. M. Taylor, “Problem-based learning (PBL): getting the most out of your students - their roles and responsibilities: AMEE Guide No. 84.,” Med. Teach., vol. 36, no. 1, pp. 1–12, 2014.

P. Solomon et al., “Establishing face and content validity of the McMaster-Ottawa team observed structured clinical encounter (TOSCE).,” J. Interprof. Care, vol. 25, no. 4, pp. 302–304, 2011.

S. Domac, L. Anderson, M. O’Reilly, and R. Smith, “Assessing interprofessional competence using a prospective reflective portfolio.,” 2015.

M. Mitchell, “The views of students and teachers on the use of portfolios as a learning and assessment tool in midwifery education,” Nurse Educ. Today, vol. 14, no. 1, pp. 38–43, Feb. 1994.

A. Howarth, “The portfolio as an assessment tool in midwifery education,” Br. J. Midwifery, vol. 7, no. 5, pp. 327–329, 1999.

J. Pincombe, L. McKellar, M. Weise, E. Grinter, and G. Beresford, “ePortfolio in Midwifery practice: ‘The way of the future,’” Women and Birth, vol. 23, no. 3, pp. 94–102, 2010.

M. M. Murphy, M. Hughes, and C. O. Sullivan, “Improving student learning on a midwifery education programme by using a benchmark course portfolio as a means of reflection and peer review,” Nurse Educ. Today, vol. 33, no. 8, pp. 785–790, 2013.

J. Van Tartwijk and E. W. Driessen, “Portfolios for assessment and learning: AMEE Guide no. 45.,” Med. Teach., vol. 31, no. 45, pp. 790–801, 2009.

S. Domac, E. S. Anderson, and R. Smith, “Learning to be interprofessional through the use of reflective portfolios?,” Soc. Work Educ., vol. 35, no. 5, pp. 530–546, Jul. 2016.

W. Harlen, “Criteria for Evaluating Systems for Student Assessment,” Stud. Educ. Eval., vol. 33, no. 1, pp. 15–28, 2007.

M. N. Chandratilake, M. H. Davis, and G. Ponnamperuma, “Evaluating and designing assessments for medical education: the utility formula,” Internet J. Med. Educ., vol. 1, no. 1, pp. 1–8, 2010.

C. Roberts, N. Shadbolt, T. Clark, and P. Simpson, “The reliability and validity of a portfolio designed as a programmatic assessment of performance in an integrated clinical placement.,” BMC Med. Educ., vol. 14, no. 1, p. 197, 2014.

M. Friedman Ben David, M. H. Davis, R. M. Harden, P. W. Howie, J. Ker, and M. J. Pippard, “AMEE Medical Education Guide No. 24: Portfolios as a method of student assessment.,” Med. Teach., vol. 23, no. 6, pp. 535–551, 2001.

T. Haldane, “‘Portfolios’ as a method of assessment in medical education.,” Gastroenterol. Hepatol. from bed to bench, vol. 7, no. 2, pp. 89–93, 2014.

Y. M. Herrera and B. F. Braumoeller, “Symposium: Discourse and Content Analysis,” Qual. Methods, vol. 2, no. 1, pp. 15–19, 2004.

M. Vaismoradi, H. Turunen, and T. Bondas, “Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study,” Nurs. Heal. Sci., vol. 15, no. 3, pp. 398–405, 2013.

R. Margalit, R. Keating-lefler, D. Collier, G. Woscyna, R. A. Shaikh, and G. L. Beck, “Advancing Interprofessional Education : A Qualitative Analysis of Student and Faculty Reflections,” vol. 23, pp. 462–471, 2014.

K. L. Gustafson and W. Bennett, “UNITED STATES AIR FORCE RESEARCH LABORATORY PROMOTING LEARNER REFLECTION: ISSUES AND DIFFICULTIES EMERGING FROM A THREE-YEAR STUDY,” 2002.

M. Lowe, S. Rappolt, S. Jaglal, and G. Macdonald, “The role of reflection in implementing learning from continuing education into practice,” J. Contin. Educ. Health Prof., vol. 27, no. 3, pp. 143–148, 2007.

L. J. Chaffey, E. J. J. de Leeuw, and G. A. Finnigan, “Facilitating students’ reflective practice in a medical course: literature review.,” Educ. Health (Abingdon)., vol. 25, no. 3, pp. 198–203, 2012.

G. M. Lowe, P. Prout, and K. Murcia, “I see, i think i wonder: An evaluation of journaling as a critical reflective practice tool for aiding teachers in challenging or confronting contexts,” Aust. J. Teach. Educ., vol. 38, no. 6, pp. 1–16, 2013.

Y. Suhoyo, E. a van Hell, T. S. Prihatiningsih, J. B. M. Kuks, and J. Cohen-Schotanus, “Exploring cultural differences in feedback processes and perceived instructiveness during clerkships: replicating a Dutch study in Indonesia.,” Med. Teach., vol. 36, no. 3, pp. 223–9, 2014.

E. Driessen, J. Van Tartwijk, C. Van Der Vleuten, and V. Wass, “Portfolios in medical education: Why do they meet with mixed success? A systematic review,” Med. Educ., vol. 41, no. 12, pp. 1224–1233, 2007.

C. E. Rees and C. E. Sheard, “The reliability of assessment criteria for undergraduate medical students’ communication skills portfolios: the Nottingham experience,” Med. Educ., vol. 38, pp. 138–144, 2004.

H. Dekker et al., “Mentoring portfolio use in undergraduate and postgraduate medical education.,” Med. Teach., vol. 31, no. 10, pp. 903–9, 2009.

E. W. Driessen, J. Van Tartwijk, K. Overeem, J. D. Vermunt, and C. P. M. Van Der Vleuten, “student learning Conditions for successful reflective use of portfolios in undergraduate medical education,” pp. 1230–1235, 2005.

M. Hammick, D. Freeth, I. Koppel, S. Reeves, and H. Barr, “A best evidence systematic review of interprofessional education,” Med. Teach., vol. 29, no. 8, pp. 735–51, 2008.

L. Lawson, “CPD for mentors: creating a portfolio.,” Nurs. Times, vol. 107, no. 21, pp. 15–18, 2010.

C. V et al., “Development and validation of the interprofessional collaborator assessment rubric (ICAR).,” J Interprof Care, vol. 25, no. 5, pp. 339–44, 2011.

M. Challis, “AMME Medical Education Guide No. 11 (revised) : Portofolio-based learning and assessment in medical education,” Med. Teach., vol. 21, no. 4, pp. 370–386, 1999.

K. L. Gustafson and W. Bennet Jr., “Promoting learner reflection: issues and difficulties emerging from a three-year study,” 2002.




DOI: http://doi.org/10.11591/ijere.v8i3.20245
Total views : 11 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Institute of Advanced Engineering and Science

International Journal of Evaluation and Research in Education (IJERE)
p-ISSN: 2252-8822, e-ISSN: 2620-5440

View IJERE Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.