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Buss B1, Rogan S1, Zinzen E2
1University of Applied Sciences, Health, Bern, Switzerland, 2University Brussel, Brussel, Belgium
Background: The bachelor physiotherapy program of Bern University of Applied Sciences (BFH) uses portfolio. BFH has devised on the basis of the portfolio programmes mentioned in medical education literature. This raises the question whether a portfolio would also be applicable to physiotherapy students? The aim was to assess the effectiveness of portfolio on reflection competence
Purpose: Portfolio as a tool to stimulate physiotherapy students to reflect their learning process: a systematic review
Methods: We searched for eligible studies examining the effect of portfolio programs on reflection competence in undergraduate physiotherapy students. We searched in PubMed, EMBASE, and OVID from September 2016 till December 2016. The Cochrane risk of bias tool was used to assess procedural quality. The study protocol was registered in advance: PROSPERO 2016:CRD42016043225
Results: Six non-RCT studies were included in this systematic review. The studies had a low average methodological quality. Only one study used a control group and few studies used the effect of portfolios on reflection competence as an outcome measurement
Conclusion(s): The postulated results in the literature on portfolio overestimate effectiveness for physiotherapy students. Our statement is based on the fact that the included studies had a low evidence level and only one study had a control group. It is illegitimate to draw conclusions about the effectiveness of portfolio in physiotherapy students.
Future studies should be performed as randomized controlled trials that use outcome measurements in order to assess the effectiveness of portfolio programs in improving reflection competence regarding practical skills and evidence-based practice. We recommended using the following assessment tools. Link: http://www.nejm.org/doi/full/10.1056/nejmra054784#t=article
Implications: no implications
Keywords: Porfolio, learning assessment, self reflection
Funding acknowledgements: Thanks are due to Dr. Grynko for their assistance in editing and copy-editing this article.
Purpose: Portfolio as a tool to stimulate physiotherapy students to reflect their learning process: a systematic review
Methods: We searched for eligible studies examining the effect of portfolio programs on reflection competence in undergraduate physiotherapy students. We searched in PubMed, EMBASE, and OVID from September 2016 till December 2016. The Cochrane risk of bias tool was used to assess procedural quality. The study protocol was registered in advance: PROSPERO 2016:CRD42016043225
Results: Six non-RCT studies were included in this systematic review. The studies had a low average methodological quality. Only one study used a control group and few studies used the effect of portfolios on reflection competence as an outcome measurement
Conclusion(s): The postulated results in the literature on portfolio overestimate effectiveness for physiotherapy students. Our statement is based on the fact that the included studies had a low evidence level and only one study had a control group. It is illegitimate to draw conclusions about the effectiveness of portfolio in physiotherapy students.
Future studies should be performed as randomized controlled trials that use outcome measurements in order to assess the effectiveness of portfolio programs in improving reflection competence regarding practical skills and evidence-based practice. We recommended using the following assessment tools. Link: http://www.nejm.org/doi/full/10.1056/nejmra054784#t=article
Implications: no implications
Keywords: Porfolio, learning assessment, self reflection
Funding acknowledgements: Thanks are due to Dr. Grynko for their assistance in editing and copy-editing this article.
Topic: Education: methods of teaching & learning
Ethics approval required: No
Institution: University of Applied science
Ethics committee: We didn`t it.
Reason not required: The research was a review- without participants
All authors, affiliations and abstracts have been published as submitted.
