Portfolio-Based Learning and Assessment within UK Pharmacy Pre-registration Training: An Exploratory Study of Tutor and Student Perceptions
Written by: Alison Eggleton, Maria Christou, Nigel Norris, Nicola Parr, David Wright • October 27 2011• Volume 11 - Issue 1•Abstract
Background - Portfolio based learning and assessment was introduced to the UK pre-registration pharmacy year over ten years ago. To date no exploration of this role of the portfolio within this experiential learning process has been undertaken.
Aim – To determine the role of the portfolio within the pre-registration year undertaken by UK pharmacy graduates.
Method - Semi-structured interviews were undertaken with tutors and students, transcribed verbatim and examined for common themes.
Results - The portfolio was seen as structuring the learning process for students and preparing them for continuing professional development on registration. The portfolio was not used in isolation when signing students off for registration.
Conclusion - Tutors reported using the portfolio as the basis for their final assessment but did not use it in isolation. Students saw the benefits of the professional portfolio within their pre-registration year and recognised that tutors did not base their final registration decision solely on their portfolio.
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