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Educ Health (Abingdon). 2019 May-Aug;32(2):75-78. doi: 10.4103/efh.EfH_277_17.

Evaluation of the educator's portfolio as a tool for self-reflection: Faculty perceptions.

Author information

1
Department of Prosthodontics, VSPM Dental College, Nagpur, Maharashtra, India.
2
Department of Biochemistry, NKPSIMS, Nagpur, Maharashtra, India.
3
Department of Prosthodontics, VSPMDCRC, Nagpur, Maharashtra, India.
4
Department of Oral Medicine and Radiology, VSPMDCRC, Nagpur, Maharashtra, India.

Abstract

Background:

Preparing a teaching portfolio to document educational expertise has shown to be useful for both promotion and to stimulate faculty development. This article describes a study of the effectiveness of the Educator's Portfolio (EP) as a stimulus for faculty reflection about educational practice.

Methods:

A sensitizing session of thirty faculty from medical, dental, and physiotherapy colleges on the same campus was conducted; faculty members were asked to complete and submit their EPs. Out of 30 members, 25 responded (83%). Semi-structured interviews of 25 faculties who prepared EPs were conducted, and a qualitative content analysis of the resulting protocols was completed to determine how the EP development process had promoted their reflection on education.

Results:

All the 25 faculty members indicated that reflection about education had occurred. Four categories of reflection emerged, namely, (a) lack of understanding regarding how to categorize their work; (b) lack of evidence of the effectiveness of educational activities; (c) reformulating educational practice; and (d) source of motivation and self-regulation.

Discussion:

The findings indicate that EP preparation serves as a tool for reflection on educational practice, which promotes faculty development.

KEYWORDS:

Educator's Portfolio; faculty development; reflective learning

PMID:
31744999
DOI:
10.4103/efh.EfH_277_17
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