Assessing Professional Development and Competence in Undergraduate Medical Laboratory Sciences Education Using Portfolio of Learning

Abstract

Portfolio assessment is increasingly used in competency-based health professions education. However, this method of assessment is not commonly used in Medical Laboratory Sciences. This study evaluated the adoption of portfolio assessment in medical laboratory sciences in Uganda. The objectives included to determine acceptance of portfolio assessment, if it promoted feedback, reflection, and student engagement. Eighteen final year students developed portfolios of learning during their clinical laboratory training. These were examined as part of exit examinations using a rubric that considered documentation, reflection, evaluation, presentation, and decision. The study used questionnaire to gather information about participants’ views of the process.  Results show that the participants received the process very well and that it encouraged feedback and students’ engagement. However, it should not be used as a sole method of assessment. The study concludes that assessment of learning portfolio is a valid method of determining professional growth and development in medical laboratory sciences.