Despite evidence supporting ePortfolio use to promote reflective practice, most published studies focus on its use in senior years. This study explored how well the introduction of the Undergraduate Medical ePortfolio (UMeP) in Year 1 of an early clinical contact curriculum met its aims of supporting reflective practice and introducing portfolio learning. Effective mentoring, organisational support, authenticity and adequate time are key to success
Iain Grom[1], Anna O’Neill[1]
Institution: 1. University of GlasgowCorresponding Author: Dr Iain Grom (iain.grom@glasgow.ac.uk)Categories: Students/Trainees, Teaching and Learning, Technology, Undergraduate/GraduateVersion 2 DOI: https://doi.org/10.15694/mep.2019.000236.2
Version 1 DOI: https://doi.org/10.15694/mep.2019.000236.1Published Date: 22/12/2020
