Use of portfolios as a learning and assessment tool in a surgical practical session of urology during undergraduate medical training

Abstract

We chose to introduce a portfolio as a learning and assessment tool in a practical training session of urological surgery for undergraduate medical students. Our primary objectives were to develop the students’ self reflexive ability in front of complex medical cases and to teach them how to identify their learning needs in a short period of time, on a specific topic. Students completed, during their training session, a portfolio on a urological topic under the constant supervision of a tutor. The students were evaluated on their portfolio's presentation with a 20-point grade grid known in advance. Even in a surgical training session, a portfolio can be a useful learning and assessment tool. It clearly encourages self-reflection and pre-professional practice.

Additional information

Notes on contributors

Delphine Amsellem-Ouazana

DELPHINE AMSELLEM-OUAZA NA, MD, is Assistant Professor in Urology. Dr Amsellem-Ouazana is in charge of medical students and residents in Urology. She is also part of the Faculty board and particularly interested in evaluation of teaching methods. In order to improve her theoretical knowledge in teaching, she spent six months in Belgium in a Medical Education Department.

Dominique Van Pee

DOMINIQUE VAN-PEE, MD, shares his professional time between his clinical practice in Internal Medecine and doctor's Godin Medical Education Department.

Veronique Godin

VÉRONIQUE GODIN, MD, after internal medicine studies, Dr Godin embraced a career in medical education and is now responsible for the Medical Education Department in the Université Catholique de Louvain, Brussels, Belgium. She supervised the work of Dr Amsellem-Ouazana during her training period in her department.