The undergraduate Medical Radiation Science students' perception of using the e-portfolio in their clinical practicum

Purpose: Portfolios have been discussed in the literature as a method of encouraging health care professionals to reflect on practice and to self-assess. In undergraduate education, it is envisioned as an authentic assessment of the student's development. Readiness to practice for graduates of the joint University of Toronto and The Michener Institute undergraduate Medical Radiation Sciences (MRS) program includes the demonstrated ability to reflect. A study was done to evaluate the learning e-portfolio being used by the MRS radiation therapy students in the clinical practicum. This article discusses student perspectives. Methods: In 2010, the undergraduate radiation therapy class (N = 50) was invited to participate in the study after the electronic portfolio was used in their clinical placement for the first time. An online survey and focus group discussions were organized to get their perspectives. This was action research from which descriptive and thematic analyses are presented. Results: Nineteen students consented to participate in the study. The respondents reported that the e-portfolio helped them to develop a sense of responsibility for their own professional development (88%), to improve their reflective (80%), and self-assessment skills (80%). The themes that emerged are in alignment with other studies for a learning portfolio, although the electronic format posed an additional challenge for the students. Conclusions: The e-portfolio was perceived to be an effective tool to enhance professional skills, including their understanding of professional development expectations as future MRS graduates. One of the limitations of this study was it had a small number of participants; however, as a springboard, it provided an important view of the potential of the e-portfolio and the format of support required for the learners in the undergraduate radiation therapy program.