Can an authentic EPortfolio succeed in First Year Medicine?

This article was migrated. The article was not marked as recommended. IntroductionDespite evidence supporting ePortfolio use to promote reflective practice, most published studies focus on its use in senior years. This study explored how well the introduction of the Undergraduate Medical ePortfolio (UMeP) in Year 1 of an early clinical contact curriculum met its aims of supporting reflective practice and introducing portfolio learning. Effective mentoring, organisational support, authenticity and adequate time are key to success. MethodsA constructivist study heard the voices of students n=14 (2 focus groups) and tutors n=6 (semi-structured interviews) who had used the UMeP in its first introductory year. Thus, triangulation was employed to gain a deeper appreciation.ResultsAnalysis uncovered four major themes-Reflective Practice , Support/Training , ePortfolio functions,and Feedback/Assessment . The study revealed support for the introduction of portfolio learning in Year 1 Medicine, for its role in promoting reflective practice and for maintaining formative assessment.DiscussionEPortfolio introduction in Year 1 provided a valuable early introduction to reflection and life-long-learning habits. Regular small group tutor support and feedback were positive factors. The study revealed a need for tutor training on reflection feedback. Introduced at a stage without the weight of clinical commitments, this ePortfolio's limited demands allowed students time to learn and become accustomed to its requirements. Scaffold boxes in ePortfolio forms facilitated reflective writing. Use of an authentic portfolio linked to a professional version was a key engagement factor. Through sharing submissions students learned from each other about reflective writing and confidentiality. Better curriculum integration is needed to develop its potential.