PORTFOLIO AS AN ACTIVE LEARNING METHODOLOGY FOR THE STUDY OF THE ENDOCRINE SYSTEM

Montrezor L H, Brancaglião LFC, Gonçalves VM, Lemos, JES, Rocha, NF, Marcondes, FK

Abstract


The goal of this study was to use a portfolio regarding the physiology of the endocrine system for second-yearmedical students (n=125) as an active methodology in the teaching-learning process. Moreover, the portfolio was used as reference material for the cognitive monitoring test (CMT). The students were divided into groups and instructed to organize a portfolio with 7 cards containing 7 topics about the proposed subject. Later, the students answered two questions about the teaching methodology applied:1)How did you evaluate the portfolio? 2) Did the activity aid in your learning process? Why? The results demonstrate that most students (92.8%) thought that the portfolio was effective teaching and learning tool while 7.2% of students reported that the methodology usedwas not important. The majority of the scores (76.05%) for the test were above 50% of the possible total score for the CMT (5.0 to 6.9) from the students that knew they would be allowed to consult portfolio. Additionally, the majority of the scores (92.6%) for test were above the course average (7.0) from the students that did not know they would be allowed to consult portfolio.In face of the results obtained from students' opinions and by analyzing the CMT scores, we can come to the conclusion that the use of the portfolio as an active methodology in the teaching-learning process for second-year medicalstudents has encouraged the search for knowledge and has allowed for an active construction for learning about the endocrine systemphysiology, besides developing in each student the ability to debate and share the knowledge in the group and among groups.


Keywords


Graduate Education, Active learning, Portfolio, Physiology, Endocrine system

Full Text:

PDF

References


Armbruster, P., Patel, M., Johnson, E.and Weiss, M. (2009). Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. CBE Life Sci Educ 8:203-213.

Bierer, S.B. and Dannefer, E.F. (2011).Does students’ gender, citizenship, or verbal ability affect fairness of portfolio-based promotion decisions? Results from one medical school. Academic Medicine86(6):773-777.

Bowen, C.W. (2000). A quantitative literature review of cooperative learning effects on high school and college chemistry achievement. J Chem Educa77:116-119.

Brennan, N., Corrigan, O., Allard, J., Archer, J., Barnes, R., Bleakley, A., Collett, T. and de Bere, S.R. (2010). The transition from medical student to junior doctor: today’s experiences of tomorrow’s doctors. Medical Education44:449-458.

Buckely, S., Coleman, J.and Davison, I. (2009).The education effects of portfolios on undergraduate student learning: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No.11. Med Teach31:340-355.

Campbell C.M., Parboosingh, J.T., Gondocz, S.T., Babitskaya, G., Lindsay, E., Guzman, R.C. and Klein, L.M. (1996). Self-Education for Professionals: Study of physicians’ use of a software program to create a portfolio of their self-directed learning. Academic Medicine 71(10):S49-S51.

Dannefer, E.F.and Henson, L.C. (2007). The portfolio approach to competency-based assessment at the Cleveland Clinic Lerner College of Medicine. Acad Med 82:493-502.

Davis, M.H., Friedman, Ben-Davi. M.and Harden, R.M. (2001).Portfolio assessment in medical student’ final examinations. Med Teach 23:357-366.

Driessen, E.W., van Tartwizk, J., Overeem, K., Vermunt, J.D.and van der Vleuten, C.P.M. (2005).Conditional for successful reflective use of portfolios in undergraduate medical education. Med Edu 39:1230-1235.

Evrenius, A., Silen, C. and Wirell, S. (2007).Students’ conceptions of underlying principles in medical physiology: an interview study of medical students’ understanding in a PBL curriculum. Adv Physiol Educ 31:364-369.

General Medical Council. (2009). Tomorrow’s Doctors. Londom: GMC.

Ghosh, S.(2007). Combination of didactic lectures and case-oriented problem-solving tutorials toward better learning: perceptions of students from a conventional medical curriculum. Advan Physiol Educ 31:193-197.

Gomes, A.P. and Rego, S. (2011).Transformation of Medical Education: Can a New Physician be Trained based on Changes in the Teaching-Leaning Method? Braz J Med Educ 35:557-566.

Kalet, A.L., Sanger, J., Chase, J., Keller, A., Schwartz, M.D., Fishman, M.L., Garfall, A.L. and Kitay, A. (2007). Promoting professionalism through an online professional development portfolio: successes, joys, and frustrations. Academic Medicine 82(11):1065-1072.

Knight, J.K. and Wood, W.B. (2005).Teaching more by lecturing less. Cell Biol Educ 4:298-310.

Lord, T.R. (2001). 101 reasons for using cooperative learning in biology teaching. Am Biol Teach 63:30-38.

Luthy, C., Pirrier, A., Perrin, E., Cedraschi, C. and Allaz, A.F. (2004). Exploring the major difficulties perceived by residents in training: a pilot study. Swiss Med Wkly 134:612-617.

Marcondes, F.K., Moura, M.J.C.S., Sanches, A., Costa, R., Lima, P.O., Groppo, F.C., Amaral, M.E.C., Zeni, P., Gavião, K.C. and Montrezor, L.H. (2015). A puzzle user to teach a cardiac cycle. Advan Physiol Educ39:27-31.

Michael, J.(2006).Where’s the evidence that active learning works? Advan Physiol Educ 30:159-167.

Montrezor, L.H. (2014). The synaptic challenge. Advan Physiol Educ38:187-190.

Nagler, A., Andolsek, K. and Padmore, J.S. (2009).The unintended consequences of portfolios in graduate medical education. Academic Medicine 84(11):1522-1526.

Nair, M. and Webster, P. (2010).Education for health professionals in the emerging market economies: a literature review. Medical Education 44:856-863.

Pitkala, K.H. and Mantyranta, T.(2003). Professional socialization revised: medical students’ own conception related to adoption of the future physicians role - a quantitative study. Med Teach 25:155-160.

Rees, C.E. and Sheard, C.E. (2004). The reliability of assessment criteria for undergraduate medical students’ communication skills portfolio: The Nottingham experience. Med Educ 38:128-144.

Richardson, D. (2008).Don’t dump the didactic lecture; fix it. Adv Physiol Educ 32:23-24.

Smith, K.S., Sheppard, S.D., Johnson, D.W. and Johnson, R.T. (2005). Pedagogies of engagement: classroom-based practices. J Eng Educ 94:87-101.

Tochel, C., Haig, A. and Hesketh, A. (2009).The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No. 12. Med Teach 31:320-329.

Volpe, E.P. (1984).The shame of science education. Am Zoologist 24:433-441.

West, J.B. (2002).Through on teaching physiology to medical students in 2002. Physiologist45:389-393.


Refbacks





Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2017 INTERNATIONAL EDUCATION AND RESEARCH JOURNAL