European journal of dental education : official journal of the Association for Dental Education in Europe · 2026
Enhancing Self-Reflection and Assessment in Dental Education: A Comparative Study on e-Portfolio Use in Preclinical and Clinical Training.
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Aura-Tormos Juan Ignacio, García-Miralles Esther, Marqués-Martínez Laura
Аннотация
PURPOSE: E-portfolios support reflective learning, competency development and personalised assessment. This study compared dental students' perceptions of e-portfolio use between preclinical fourth-year and clinical fifth-year training, focusing on benefits, challenges and assessment preferences.
METHODS: A cross-sectional survey was conducted among students enrolled in Paediatric Dentistry and Paediatric Practicum over two academic years. A 25-item questionnaire, developed from previous instruments and refined through expert review by four faculty members, covered six thematic areas. Sample size was estimated using Cochran's formula. Descriptive statistics, chi-square tests with Cramér's V, Benjamini-Hochberg correction, and thematic analysis were used.
RESULTS: Of 208 invited students, 176 completed the survey, and 165 valid responses were analysed (84 preclinical, 81 clinical). Both groups valued e-portfolios for self-reflection. After correction, technical difficulties were more frequent among preclinical students (pBH = 0.012, V = 0.25). Clinical students perceived e-portfolios as fairer than traditional assessment (pBH = 0.039, V = 0.23), preferred written feedback (pBH = 0.012, V = 0.28), and revised portfolio content more frequently (pBH = 0.020, V = 0.25). Other small effects did not survive correction.
CONCLUSIONS: E-portfolios were positively perceived at both stages, shifting from skill-showcasing to competency documentation. These findings support scaffolded integration in competency-based dental education.
METHODS: A cross-sectional survey was conducted among students enrolled in Paediatric Dentistry and Paediatric Practicum over two academic years. A 25-item questionnaire, developed from previous instruments and refined through expert review by four faculty members, covered six thematic areas. Sample size was estimated using Cochran's formula. Descriptive statistics, chi-square tests with Cramér's V, Benjamini-Hochberg correction, and thematic analysis were used.
RESULTS: Of 208 invited students, 176 completed the survey, and 165 valid responses were analysed (84 preclinical, 81 clinical). Both groups valued e-portfolios for self-reflection. After correction, technical difficulties were more frequent among preclinical students (pBH = 0.012, V = 0.25). Clinical students perceived e-portfolios as fairer than traditional assessment (pBH = 0.039, V = 0.23), preferred written feedback (pBH = 0.012, V = 0.28), and revised portfolio content more frequently (pBH = 0.020, V = 0.25). Other small effects did not survive correction.
CONCLUSIONS: E-portfolios were positively perceived at both stages, shifting from skill-showcasing to competency documentation. These findings support scaffolded integration in competency-based dental education.