In competency-based health professions education, portfolio evaluation is becoming more common. However, in Medical Laboratory Sciences, this form of evaluation is not often used. This study looked at how portfolio assessment is being used in Uganda's medical laboratory sciences. The goals were to see if portfolio evaluation was accepted and if it fostered feedback, reflection, and student engagement. During their clinical laboratory training, eighteen final-year students created learning portfolios. These were assessed as part of exit exams, which included documentation, reflection, appraisal, presentation, and decision. employed a questionnaire to get feedback from participants on how they felt about the procedure The results suggest that the procedure was well appreciated by the participants, and that it encouraged feedback and student engagement. It should not, however, be utilised as the sole technique of evaluation. The study concludes that evaluating a learning portfolio is a legitimate way for identifying professional progress and development in the field of medical laboratory sciences.
Author(s) Details
School of Medicine and Health Sciences, Mulungushi University, Livingstone Campus, Livingstone, Zambia.
View Book :- https://stm.bookpi.org/IDHR-V4/article/view/3381
No comments:
Post a Comment