Fostering reflective practice and professional development
Implementation of an integrated mentoring and e-portfolio program for medical students
Bibliographic Data
| ID | 22423892 |
|---|---|
| Authors | Sajida Agha (0000-0002-3662-4101, King Saud bin Abdulaziz University for Health Sciences, corresponding author), Bakhaitan Alumer (Armed Forces Hospital), Reem Al-Subait (King Saud bin Abdulaziz University for Health Sciences), Nasim Ullah Siddiqui (King Saud bin Abdulaziz University for Health Sciences), Syed Waqas Hussain Shah, Syed Awais Ali Shah (0000-0003-4542-335X, King Saud bin Abdulaziz University for Health Sciences) |
| Year | 2026 |
| Volume | 26 |
| Issue | 1 |
| Pages | 236-236 |
| Publication date | 2026-01-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | BMC Medical Education (JOURNAL) |
| Journal identifiers | ISSN: 1472-6920 • E-ISSN: 1472-6920 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1186/s12909-026-08612-1 |
| PMID | 41535866 |
| OpenAlex | W7124273918 |
| Language | EN |
| References cited | 25 |
OBJECTIVE: The objective was to evaluate changes in students’ rubric-based competencies and satisfaction over three academic years while examining the use of innovative AI approaches to support integrity in reflective learning. This research paper presents f. METHODS: We employed a longitudinal mixed-methods evaluation over three academic years to assess the College of Medicine newly launched e-portfolio program which was integrated with faculty-led mentorship. All male and female students enrolled in the medicine program in academic year 2021–2022 were included. Detailed manuals were developed, outlining clear objectives, processes, expectations, assessment method, and evaluation guidelines. Mentees submitted reflective documents linked with the general competencies such as self-directed learning, leadership skills, and communication. Reflective documents were reviewed and assessed through formative and summative methods. The primary quantitative endpoint was the summative assessment score of the reflective documents. Feedback about program effectiveness, and implementation challenges were analyzed quantitatively and qualitatively. RESULTS: Mentees and faculty appreciated the integrated program. Self-directed learning increased by 36.2% (t = 28.38, p = 0.01; mean difference = 2.1, 95% CI: 1.95–2.24). Professionalism improved by 33.9% (t = 31.30, p = 0.01; mean difference = 2.1, 95% CI: 1.97–2.23). Leadership/organization increased by 38.2% (t = 24.74, p = 0.01; mean difference = 2.1, 95% CI: 1.93–2.23). Many challenges were reported including low student motivation, absence of incentives, plagiarism, and technology issues. CONCLUSION: The integrated program supports the development of reflective skills and professional growth. The program management should address the identified challenges and continually refine program components.
Continuing professional development · Educational measurement · Faculty Development · Formative assessment · Professional development · Program evaluation · Reflective Practice · Reflective writing · Summative assessment · Anatomy and Medical Technology · Innovations in Medical Education · Reflective Practices in Education
Mind in Society
Reframing Medical Education to Support Professional Identity Formation
Reflection and reflective practice in health professions education
An evidence-informed pedagogical approach to support professional identity formation in medical students
Rethinking models of feedback for learning
Researching Electronic Portfolios and Learner Engagement
Theorising student engagement in higher education
Assessing emergency physicians’ motivation to conduct clinical teaching using the Q-methodology approach
Situated Learning
| Highly cited | No |
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