Abstract
Abstract
Objective: A learning portfolio is often used to test the competence of students, using a personal reflective process. Whether these portfolio program are applicable to physiotherapy students remains open to question. Consequently, the aim of this systematic review was to assess the effectiveness of portfolios on the reflection competence of physiotherapy students.
Methods: We searched for eligible studies examining the effect of portfolio programs on the reflection competence of undergraduate physiotherapy students. The following databases were searched for the period of August 2017 – June 2018 EMBASE, Cochrane Register of Controlled Trials, OVID and PubMed. Quantitative and qualitative studies were included and analyzed in 3 steps. The study protocol was registered to PROSPERO (2016: CRD42016043225).
Results: Six non-RCT (qualitative) studies were included into this systematic review. The studies showed overall a low methodological quality. Only one study used a control group while the other five used quality standards to assess the effectiveness of portfolios on reflection competence as an outcome measurement.
Conclusion: All studies that were included into the sample discussed portfolio assessment experiences without assessing the learning success that is reflected in achievement of competences of physiotherapy task/skills. Our investigation did not find studies analyzing the effectiveness of portfolio in physiotherapy education. Therefore, it is not possible to extrapolate the results from the individual studies and formulate a general recommendation on the effectiveness of portfolio method.
Further studies should focus on randomized control designs and should implement assessment tools to investigate the learning success of physiotherapy students.
Keywords: learning success, Education, knowledge transfer,
Objective: A learning portfolio is often used to test the competence of students, using a personal reflective process. Whether these portfolio program are applicable to physiotherapy students remains open to question. Consequently, the aim of this systematic review was to assess the effectiveness of portfolios on the reflection competence of physiotherapy students.
Methods: We searched for eligible studies examining the effect of portfolio programs on the reflection competence of undergraduate physiotherapy students. The following databases were searched for the period of August 2017 – June 2018 EMBASE, Cochrane Register of Controlled Trials, OVID and PubMed. Quantitative and qualitative studies were included and analyzed in 3 steps. The study protocol was registered to PROSPERO (2016: CRD42016043225).
Results: Six non-RCT (qualitative) studies were included into this systematic review. The studies showed overall a low methodological quality. Only one study used a control group while the other five used quality standards to assess the effectiveness of portfolios on reflection competence as an outcome measurement.
Conclusion: All studies that were included into the sample discussed portfolio assessment experiences without assessing the learning success that is reflected in achievement of competences of physiotherapy task/skills. Our investigation did not find studies analyzing the effectiveness of portfolio in physiotherapy education. Therefore, it is not possible to extrapolate the results from the individual studies and formulate a general recommendation on the effectiveness of portfolio method.
Further studies should focus on randomized control designs and should implement assessment tools to investigate the learning success of physiotherapy students.
Keywords: learning success, Education, knowledge transfer,
| Original language | English |
|---|---|
| Title of host publication | Portfolio as a tool to stimulate physiotherapy students to reflect on their learning process: a systematic review. |
| Pages | 24 |
| Publication status | Published - 10 Mar 2018 |