Portfolio as teaching, learning and evaluation strategy: perception of students and professors

Abstract

This study aimed to analyze the perception of students and professors of dentistry, regarding the creation and presentation of the reflective portfolio such as teaching, learning, and evaluating strategy, in the Integrated Clinic of the Dentistry Course at the Universidade Estadual de Feira de Santana (UEFS). It is a cross-sectional descriptive qualitative study, and the data collection was during the second semester of 2014. The subject of this study was the professors and the students enrolled in the semester. The data consisted of a semi-structured interview with nine questions for students and seven for professors. The data were analyzed by The Content Analysis method. Three hypotheses were tested to present the results; 1. The use of the portfolio is a strategy that helps the understanding by students and professors about what was taught and, consequently, higher levels of significant learning; 2. The portfolio is an instrument that facilitates the process of re-elaboration of knowledge by students and professors. Also, it offers an opportunity for reflection on the progress of students. Besides, it contributes to the self-assessment of both; 3. The application of the portfolio helps the participative management in the formative assessment strategy. While the professor, who is a facilitator in the development of reflective knowledge, allows the student to develop autonomy, independence, creativity, and self-criticism skills. Thus, the creation of the portfolio by trainees of Integrated Dental Clinic is an inducer and enhancer of teamwork, being an educational strategy that enables a new meaning and deepens knowledge, at the same time, it gives the reinforcement of learning. The creation of the clinical portfolio requires a level of critical reflection that helps the development of the student, as a citizen and professional; encouraging active participation in real-world events, especially those related to health care. The academic portfolio can be established as a teaching, learning, and formative, critical, reflective, creative, and dialectical strategy that encourages and values student participation. The academic portfolio can be used as a teaching, learning, and formative, critical, reflective, creative, and dialectical strategy that encourages and values student participation. Also, in the Dentistry internship, it is a way to expand, rethink and innovate undergraduate education from the perspective of an instrument/strategy for stimulating academic thinking.