Implementation of Reflective Practice Through e-Portfolios in Behavioural Science Teaching for Undergraduate Medical Students: An Evaluation of Self-Directed Learning Using the Garrison Model

Abstract

E-portfolios based on reflections and reflective practice enhance self-directed learning (SDL). The key components of SDL according to Garrison's model include self-management, self-monitoring, and motivation. The aim of the present study was to explore students' perceptions of utilising learning portfolios as a tool for reflective practice and to evaluate their responses based on Garrison's model of SDL. The current study was conducted among second-year pre-clinical students at the College of Medicine and Health Sciences (COMHS), National University of Science and Technology, Sultanate of Oman. A total of 165 students enrolled for the Behavioural Science in Medicine course were part of the study. They were given an orientation to reflective practice and portfolio writing. Feedback from students was obtained on completion of the course e-portfolio. Most students indicated that completing the e-portfolio enhanced SDL encouraged self-reflection, improved insight, and contributed towards self-awareness. Participants' responses based on Garrison's model of SDL indicate above-average mean scores across all three domains-self-management, self-monitoring and motivation. Significant inter-domain correlation was also seen. The e-portfolio is an effective modality to translate reflective practice into practical learning in undergraduate medical education. There has been a significant impact on students' SDL critical thinking and self-monitoring. Using the e-portfolio is extremely advantageous to the holistic development of students - both in their personal and professional domains. It is thus imperative that activities focusing on reflective practice be introduced into formal curricular delivery in undergraduate medical education.