Abstract：
BACKGROUND: The use of the portfolio methodology in medical education can serve as a tool for learning, assessment, and reflection on practice. This study concentrates on perceptions of the portfolio assessment methodology among participants in the Saudi Diploma of Family Medicine program.
METHODS: In this qualitative interview study, data were collected and analysed using a grounded theory approach.
RESULTS: Nine codes emerged: (1) Importance of understanding the definition, objectives, and process of portfolio assessment, (2) Impact of different understandings on the part of various trainers, (3) Role of the type of assessment, (4) Workload and stress of portfolio assessment, (5) Effectiveness of the portfolio contents, (6) Role of the mentor\'s feedback, (7) Role in the learning process, (8) Role in practice, (9) Suggestions for portfolio improvement. Open codes were then regrouped into three axial codes: context, strategy, and outcome of portfolio assessment.
CONCLUSIONS: This study explored a general explanation of portfolio assessment shaped by the postgraduate students. It identifies the importance of portfolio understanding in student acceptability of the portfolio assessment methodology. Thus, proper implementation is vital for the success of assessing the student by the portfolio methodology. The students perceived reflection as the most valuable part of the process, which facilitated their learning, confidence, and self-assessment. Mentor feedback is a good strategy for coping with portfolio challenges. Our findings provide some evidence of positive outcomes of portfolio assessment in practice and professional development.
METHODS: In this qualitative interview study, data were collected and analysed using a grounded theory approach.
RESULTS: Nine codes emerged: (1) Importance of understanding the definition, objectives, and process of portfolio assessment, (2) Impact of different understandings on the part of various trainers, (3) Role of the type of assessment, (4) Workload and stress of portfolio assessment, (5) Effectiveness of the portfolio contents, (6) Role of the mentor\'s feedback, (7) Role in the learning process, (8) Role in practice, (9) Suggestions for portfolio improvement. Open codes were then regrouped into three axial codes: context, strategy, and outcome of portfolio assessment.
CONCLUSIONS: This study explored a general explanation of portfolio assessment shaped by the postgraduate students. It identifies the importance of portfolio understanding in student acceptability of the portfolio assessment methodology. Thus, proper implementation is vital for the success of assessing the student by the portfolio methodology. The students perceived reflection as the most valuable part of the process, which facilitated their learning, confidence, and self-assessment. Mentor feedback is a good strategy for coping with portfolio challenges. Our findings provide some evidence of positive outcomes of portfolio assessment in practice and professional development.
摘要：
背景：在医学教育中使用投资组合方法可以作为学习的工具，评估，以及对实践的反思。本研究集中于沙特家庭医学文凭课程参与者对投资组合评估方法的看法。
方法：在这项定性访谈研究中，使用扎根理论方法收集和分析数据。
结果：出现了九个代码：（1）理解定义的重要性，目标,以及投资组合评估的过程，(2)不同理解对不同培训者的影响，（3）评估类型的作用，(4)投资组合评估的工作量和压力，(5)投资组合内容的有效性，(6)导师反馈的作用，（7）在学习过程中的作用，（8）在实践中的作用，（9）投资组合改进建议。然后将开放代码重新分组为三个轴向代码：上下文，战略,以及投资组合评估的结果。
结论：本研究探讨了研究生对投资组合评估的一般解释。它确定了投资组合理解在学生对投资组合评估方法的可接受性中的重要性。因此，正确的实施对于通过投资组合方法评估学生的成功至关重要。学生认为反思是这个过程中最有价值的部分，这促进了他们的学习，信心,和自我评估。导师反馈是应对投资组合挑战的好策略。我们的发现为投资组合评估在实践和专业发展中的积极成果提供了一些证据。
方法：在这项定性访谈研究中，使用扎根理论方法收集和分析数据。
结果：出现了九个代码：（1）理解定义的重要性，目标,以及投资组合评估的过程，(2)不同理解对不同培训者的影响，（3）评估类型的作用，(4)投资组合评估的工作量和压力，(5)投资组合内容的有效性，(6)导师反馈的作用，（7）在学习过程中的作用，（8）在实践中的作用，（9）投资组合改进建议。然后将开放代码重新分组为三个轴向代码：上下文，战略,以及投资组合评估的结果。
结论：本研究探讨了研究生对投资组合评估的一般解释。它确定了投资组合理解在学生对投资组合评估方法的可接受性中的重要性。因此，正确的实施对于通过投资组合方法评估学生的成功至关重要。学生认为反思是这个过程中最有价值的部分，这促进了他们的学习，信心,和自我评估。导师反馈是应对投资组合挑战的好策略。我们的发现为投资组合评估在实践和专业发展中的积极成果提供了一些证据。
