Using Portfolios to Assess Professional Competence and Development in Medical Laboratory Sciences

Portfolios have been recommended for the appraisal of professional development. To excite battle and assess professional development during research lab preparation, portfolio appraisal was proposed for the concluding twelvemonth BMLS and DMLT programmes in Kampala International University.
Work Done
The pupils undergoing clinical research lab preparation in learning infirmaries, and engaged in everyday research lab services under supervising of qualified Medical Laboratory Scientists, composed a portfolio detailing their day-to-day experiences, work done, and lessons learned. Their supervisors and facilitators provided day-to-day feedback and endorsed their entries. The portfolios were examined at the terminal of preparation by module staff and external tester through unwritten presentation and interviews. Rating rubric considered quality of presentation, portfolio content, presentation of progressive development, and ability to do professional judgement. Students ‘ and assessors ‘ credence of this instrument was determined with questionnaire.
72 % of the pupils and assessors accepted the method. Many pupils reported that it improved committedness to preparation, encouraged contemplation, and allowed for frequent feedback. Many believed that it was a rational appraisal, but it was clip devouring. 88 % of the participants would welcome it as a addendum to the criterion trials.
The portfolio appraisal was good accepted, rational, and provided a valid appraisal of pupil battle and patterned advance during professional preparation.
Take Home Message
The inclusion of portfolio appraisal in Medical Laboratory Sciences Education provided valid appraisal of pupils ‘ battle in preparation and professional development over clip.
The usage of portfolios in wellness professions instruction has increased dramatically over the old ages. The enthusiastic credence of this rule is in portion born out of the of all time turning involvement in results based instruction in all divisions of wellness science.1 The course of study of most wellness scientific disciplines schools now emphasize reliable experiences, promote self way and contemplation in acquisition, and results based appraisal. Portfolios non merely stimulate professional development and brooding acquisition, they besides provide chance for self way, and avenues for feedback from faculty.2, 3 Portfolios have been recommended for the appraisal of professional development in medical education,4 and several studies document their successful usage in appraisal of competency at both undergraduate and postgraduate levels.5,6 To excite battle and to measure professional development during clinical research lab preparation, portfolio development and appraisal was proposed for the concluding twelvemonth Bachelor of Medical Laboratory Sciences and the Diploma in Medical Laboratory Technology pupils of the Kampala International University, Uganda in 2008. This article reports the experience of the usage of portfolios to measure professional development in these programmes.
Institutional blessing for the survey was obtained from the IREC. Eighteen concluding twelvemonth pupils who were undergoing clinical research lab preparation in the instruction infirmaries at the Kampala International University Teaching Hospital Ishaka and the Mulago Hospital in Kampala and take parting in everyday day-to-day research lab work were requested to compose and keep a portfolio consisting inside informations of their day-to-day experiences, work done and lessons learnt during their preparation. Their supervisors and programme facilitators provided day-to-day feedback on their work and endorsed all entries. At the terminal of their clinical research lab preparation, the portfolios were examined by the four module staff and an external tester. The pupils were besides required to do a 15 proceedingss presentation based on the portfolio content, and take interview on lessons learned and overall impact of the preparation on their development. A evaluation rubric used for the appraisal considered the quality of pupil ‘s presentation, portfolio content, presentation of pupil ‘s progressive development over clip, and their ability to do professional judgement. Questionnaires were used to find the pupils ‘ and raters ‘ positions on the acceptableness, convenience, and utility of this method of appraisal. The informations were analyzed quantitatively and qualitatively.
Table 1: Rubric for the appraisal of the pupils ‘ portfolios

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