Assessing the Impact of the Portfolio Workshop and the Use of the Rubric Matrix for Reflective Writing on Medical Faculty and Students

Abstract

Purpose

The portfolio can be used as a crucial tool for self-reflection, which allows us not only to showcase achievements but also course correct on our personal and professional journey. However, there is a significant lack of awareness among medical professionals about portfolios. Arranging a workshop to impart this knowledge could be a potential mitigation approach. This study aims to assess the impact of workshops on portfolios on students' and faculty's knowledge. In addition, the study also analyzes the effect of using rubrics on reflective writing skills.

Method

A portfolio workshop was organized for the medical faculty and students in the Bundelkhand Government Medical College, Sagar, M.P. The Kirkpatrick model of training evaluation along with a rubric for the evaluation of reflective writing skills were used to measure the effectiveness of the workshop. Pre and post-tests for the workshop, pre and post-reflective writing skills, and workshop feedback were collected using questionnaires. The Shapiro-Wilk test and the Wilcoxon signed rank test were applied to the data collected.

Results

Out of 89 registrations for the workshop, only 81 people consented to the workshop and participated in the study. The total number of faculty was only 17 and the rest were students from all the phases. Both the Shapiro-Wilk test and the Wilcoxon signed rank test showed a significantly small p-value, stating that there was a significant positive impact on the knowledge, perception, and effectiveness of the workshop.

Conclusion

This study clearly outlines the positive impact of conducting a workshop on portfolios. A significant increase in participants' knowledge of portfolios is identified. Similarly, employing rubrics has a significant increase in the quality of reflective writing skills.