Skip to main navigation menu Skip to main content Skip to site footer
##common.pageHeaderLogo.altText##

Artículos

Vol. 1 No. 1 (2026)

The Portfolio as a Tool for Creative and Reflective Learning in the Mental Health and Psychiatry Course, 2024

DOI
https://doi.org/10.30972/conf.19412
Submitted
June 17, 2026
Published
2026-06-17

Abstract

In the Medicine program at the Northeast National University, the portfolio has become a significant pedagogical tool in the third-year course Mental Health and Psychiatry. Its implementation has facilitated the integration of theoretical knowledge with practical experiences, promoting reflective, creative, and situated knowledge construction. The overall objective was to analyze students; self-regulation and critical appropriation of knowledge, while the specific objective focused on identifying clinical, communication, and ethical skills through the systematization of activities. The methodology was qualitative, involving the analysis of portfolios created by students throughout the course, with the data organized into both a priori and a posteriori categories. These digital documents included teaching materials, records of synchronous and asynchronous classes, practical assignments, debates, clinical case analyses, and socio-emotional reflections. The results show that the portfolio facilitated learner autonomy and learning, highlighting the usefulness of methodologies such as the flipped classroom and interactive videos. The students recognized the value of this strategy not only for reinforcing disciplinary content but also for fostering active participation and peer collaboration. Furthermore, it facilitated formative assessment, helping to identify strengths, weaknesses, and progress in content understanding related to clinical practice. In conclusion, the portfolio proved to be an effective bridge between theory and practice, stimulating creativity, critical thinking, and holistic development, and contributing significantly to the development of future physicians; professional identity.

References

  1. Barrios Coronel, I., Patiño, M. I., Barrios Coronel, J., Báez Osorio, H., Aveiro Róbalo, T. R., Maidana Pont, E., ... & Torales, J. C. (2023). Autorregulación del aprendizaje y rendimiento académico en estudiantes de Medicina: el caso de tres Universidades de Paraguay. Anales de la Facultad de Ciencias Médicas, 56, (1), 32-40.
  2. Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4th ed.). McGraw-Hill Education.
  3. Briones Cedeño, K. L., & González Calzadilla, C. S. (2019). La universidad contemporánea y la gestión del talento humano. Apuntes y reflexiones. Revista San Gregorio, (35), 81-93.
  4. Bruner, J. (1990). Acts of Meaning. Harvard University Press.
  5. Driessen, E., van Tartwijk, J., Overeem, K., Vermunt, J., & van der Vleuten, C. (2007). Conditions for successful reflective use of portfolios in undergraduate medical education. Medical Education, 41(12), 1230–1235.
  6. Durante Montiel, M.B.I, Lozano Sánchez, J.R., Martínez González, A., Morales López, S., Sánchez Mendiola, M. (2012). Evaluación de Competencias en Ciencias de la Salud. Editorial Médica Panamericana.
  7. Flores-Cohaila, J. A., & Bustamante-Ordoñez, M. A. (2024). Portfolios in medical education: A scientometric mapping of the research field. Educación Médica, 25. https://doi.org/10.1016/j.edumed.2024.100939
  8. Hodges, B. D. (2006). Medical education and the maintenance of incompetence. Medical Teacher, 28(8), 690–696.
  9. Janssens, O., Haerens, L., Valcke, M., Beeckman, D., Pype, P. y Embo, M. (2022). El papel de los portafolios electrónicos en el apoyo al aprendizaje en ocho disciplinas de la salud: una revisión exploratoria. Nurse Education in Practice, 63, 103418.
  10. Jasper, M. (2003). Beginning Reflective Practice. Nelson Thornes.
  11. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
  12. Martiáñez Ramírez, N. L., Terrón López, M. J., Gallego Izquierdo, T., Álvarez Comino, M. J., Rubio Alonso, M., Hernando Jerez, M. A. (2016). Competencias en las prácticas clínicas en ciencias de la salud: Guía de estrategias y recursos para su desarrollo y evaluación. Editorial Médica Panamericana.
  13. Organización Mundial de la Salud. (2014). Global status report on alcohol and health 2014. Recuperado de https://www.who.int/publications/i/item/9789240690837.
  14. Riesco González, M. (2008). El enfoque por competencias en el EEES y sus implicaciones en la enseñanza y el aprendizaje. Tendencias Pedagógicas 13, pp. 79-105. https://doi.org/10.15366/tp2008.13.004
  15. Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52–59.
  16. Shadan, M., Shalaby, R. H., Ziganshina, A., Ahmed, S. (2025). Integrating portfolio and mentorship in competency-based medical education: a Middle East experience. BMC Medical Education, 25(1), 36.
  17. https://doi.org/10.1186/s12909-024-06553-1
  18. Tan, R., et al. (2022). Medical student portfolios: A systematic scoping review. SAGE Open Medicine. https://doi.org/10.1177/23821205221076022
  19. Tobón, S. (2007). El enfoque complejo de las competencias y el diseño curricular por ciclos propedéuticos. Acción Pedagógica, 16 (1), pp. 14-28. https://dialnet.unirioja.es/descarga/articulo/2968540.pdf
  20. Tochel, C., Haig, A., Hesketh, A., et al. (2009). The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No 12. Medical Teacher, 31(4), 299–318.
  21. Vygotsky, L. S. (1979). El desarrollo de los procesos psicológicos superiores. Editorial Crítica.
  22. Yoo, D. M., et al. (2020). Development and validation of a portfolio assessment in undergraduate medical education. Journal of Educational Evaluation for Health Professions. https://doi.org/10.3352/jeehp.2020.17.36