Portfolio Examination Year 2
In year 2, the quality of the analyses on the experience cards is further developed. In addition, the bridge to competence thinking is built. Experiences are linked to the competences of the doctor as described in the 2009 Medical Study Programme. Using the competence cards, students look for patterns in their study results, experiences and feedback, and systematic strength-weakness analyses are made. Based on these analyses, individual learning goals are formulated.
Within the context of the portfolio, the development of specific knowledge and skills is supervised and assessed by content expert subject teachers. Their assessments and feedback serve as input for the portfolio in the form of evidence.
In year 2, every student has at least three contacts with the mentor to discuss his/her development based on the portfolio. These contacts are structured as follows: Under the guidance of the mentor, the student makes analyses of this input and draws up learning goals.
The first contact (block 2.2) is an individual contact. Before this conversation, the student has received feedback on the portfolio from both his own mentor and another mentor. In the conversation, the study-life balance, the study progress and the received feedback are discussed.
The second contact (block 2.4) takes place in the mentor group. This is an intervision meeting. In addition, the students are informed about the assessment of the year 2 portfolio. If necessary, another individual conversation takes place with a student.
The third contact (block 2.5) is again an individual contact, in which the assessment of year 2 is central.
The portfolio must contain evidence, test results, experience cards, competency cards, discussion cards and learning objectives. The portfolio must be updated before every contact with the mentor.
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;
- learn in practice from experience and feedback and organise their own learning process;
- 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;
- 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;