E-portfolio in Faculty of Medicine, Suez Canal University: Perceptions of Students and Mentors | ||
| Suez Canal University Medical Journal | ||
| Article 4, Volume 27, Issue 4, April 2024, Pages 0-0 | ||
| Document Type: Original Article | ||
| DOI: 10.21608/scumj.2024.382090 | ||
| Authors | ||
| Mai Mahmoud; Nourhan F. Wasfy* ; Sally Fouad; Nahla Hassan | ||
| Department of Medical Education, Faculty of Medicine, Suez Canal University, Ismailia, Egypt | ||
| Abstract | ||
| Background: E-portfolio is one of the most significant innovations in educational technology and medical education. It allows students to exhibit their development in a variety of knowledge and skills and eliminates most paper format drawbacks. Accordingly, the Faculty of Medicine, Suez Canal University shifted the paper format portfolio into e-portfolio in the preclinical years. Aim: To assess the students’ and mentors’ perceptions of using e-portfolio at the Faculty of Medicine, Suez Canal University. Subjects and Methods: This study used a descriptive cross-sectional design during the academic year 2021-2022. Students' and mentors' perceptions questionnaires were designed and distributed online at the end of the second semester to a comprehensive sample of year 2 students and the e-portfolio mentors (n=512 & 40 respectively). Results: About one-third of students and mentors agreed that the guidance on dealing with e-portfolio was excellent. 43.4% of the students asserted that the e-portfolio was a time saver and decreased their study burden. They asserted that e-portfolio increased their communication and computer skills and gave them new ways of presenting their work (60.9%, 48.5%, and 76.5% respectively). 76.3 % of mentors stated that e-portfolio minimizes the workload and time consumption. 57.5% of students had very successful experiences with e-portfolio. 84.2% of mentors asserted their satisfaction regarding the new experience with the e-portfolio. Conclusion: The overall responses of the students and mentors were in favor of positive perceptions towards the e-portfolio. However, there is a need for frequent guidance and training, and continuous technical support. | ||
| Keywords | ||
| Electronic portfolio; Assessment; Undergraduate; Reflection; Medical Education | ||
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