ArticleBMC medical education2025
Early perceptions of portfolios in an outcome-based curriculum.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Designing, Implementing, and Evaluating the Portfolio on the Performance of Internal Medicine Residents: An Educational Intervention.Health science reports · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundDespite the widespread use of portfolios in medical education, their outcomes remain variable. This study evaluated students' perceptions of portfolios at an institution that recently adopted an outcome-based curriculum.
methodsThis descriptive cross-sectional study involved 4th, 5th, and 6th -year medical students (n = 94; response rate = 64.8%) at Prince Sattam Bin Abdulaziz University, Saudi Arabia, during the 2023-2024 academic year. A 13-item Likert-type questionnaire assessed students' portfolio perceptions across five domains: design, feedback and reflection, benefits in assessment, openness to their broader use in the college, and usefulness. Students' Grade Point Average (GPA) was also recorded as an index of academic performance. Data were analyzed quantitatively; results were expressed as frequencies, means, medians, and percentages. Correlation analyses were conducted to explore the relationships between overall portfolio perception and other measured domains.
resultsNinety four students participated in this study. Only 48.9% of students found portfolios useful, with neutral average score of 3.3 ± 1.4 on the Likert scale and 5.66 ± 2.7 on the visual scale. Fewer than half reported positive perceptions across the five assessed domains. Differences in perceptions across academic levels were analyzed using the Kruskal-Wallis test which revealed statistically significant differences (p < 0.05). Post-hoc pairwise comparisons using the Mann-Whitney U test showed that fourth-year students had significantly higher perception scores than both fifth- and sixth-year students (p < 0.05). Although perceptions improved slightly in the sixth year, these differences were not statistically significant. Strong positive correlations were observed among the survey variables (p < 0.001), but no significant correlations were found between portfolio perceptions and academic performance (p > 0.05).
conclusionThe transition to outcome-based education may be associated with poor portfolio perceptions. Adjusting workload, enhancing feedback, and integrating portfolios into the curriculum may improve portfolio acceptability.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.