Portfolio Examination Year 1
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In the first year, the aim is for students to get used to the portfolio, make a good start on building their own collection of evidence and focus on experiences. The emphasis is on learning to recognise and analyse learning experiences. Towards the end of the year, the bridge to competency thinking is built. Professional behaviour is an important point of attention from the start.
Every student has contact with the mentor at least five times in year 1:
- The first contact (block 1.1) takes place in the mentor group at the start of the academic year: the mentor and students get to know each other and the students are informed about the purpose and working method of the portfolio.
- The second contact (block 1.2) also takes place in the mentor group and the students learn how to recognize and analyse experiences by creating an experience card.
- The third contact (block 1.2) is individual. Mentor and student discuss the test results, the feedback and the first experience cards(s).
- The fourth contact (block 1.4) is again an individual conversation. The fourth contact (block 1.4) is again an individual conversation. In this conversation, the experience cards and corresponding analysis are discussed in combination with study results and evidence.
- The fifth contact (block 1.5) takes place in the mentor group and students start translating the analysis of their experience cards into competence cards. An overview of the porfolio programme of year 2 is given by the mentor.
- After the fifth contact, the mentor gives advice on the quality and progress of the portfolio including the professional behaviour development of the student, based on rubrics.
Doelstellingen van dit vak
A portfolio is used that is based on and connected to the context of their study phase. This is an electronic portfolio in EPASS, which is combined with a mentoring system. In the bachelor's phase, it was decided to guide students in their development as medical professionals from the start of their studies,
A portfolio in combination with a mentoring system is an instrument that can help the bachelor's student:
- to gain and maintain insight into the development of knowledge and skills (their own "growth curve") and to make timely adjustments where necessary;
- to learn in practice from experience and feedback and organise their own learning process;
- to identify problems in and around the study at an early stage so that appropriate help can be called in and/or study delays can be prevented;
- to gradually learning to reflect on development from the perspective of competences, in order to facilitate the transition to the master phase and the master portfolio;