Volume 20, Issue 4 (Winter 2026)
jmed 2026, 20(4): 1335-1347 |
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saadat M, Pirayeh N, Monjezi S, Hessam M, Mofateh R, Khajehali N, et al . Design and Evaluation of an Electronic Portfolio for Master of Physiotherapy Students: A Mixed-Methods Study. jmed 2026; 20 (4) :1335-1347
URL: http://jmed.ssu.ac.ir/article-1-1608-en.html
URL: http://jmed.ssu.ac.ir/article-1-1608-en.html
Maryam Saadat * 
, Nahid Pirayeh , Saeideh Monjezi , MASUMEH Hessam , Razeieh Mofateh , Nasrin Khajehali , Neda Orakifar , Farshad Molhemi , Amin Behdarvandan , Gholamhossein Nassaj
, Nahid Pirayeh , Saeideh Monjezi , MASUMEH Hessam , Razeieh Mofateh , Nasrin Khajehali , Neda Orakifar , Farshad Molhemi , Amin Behdarvandan , Gholamhossein Nassaj
Faculty member of Physical Therapy, Department of Rehabilitation Sciences, , Ahvaz Jundishapur University of Medical sciences, Ahvaz, Iran. , saadat.phd@gmail.com
Abstract: (24 Views)
Introduction: Given the limitations of traditional assessment methods and the need to foster critical thinking and problem-solving skills, this study aimed to design and evaluate an electronic portfolio for master of physiotherapy students and to examine its impact on their satisfaction and experiences
Method: In this quasi-experimental study, an electronic portfolio was designed encompassing four competency areas: educational, research, clinical skills, and professional ethics. A total of 20 first-year students enrolled at Ahvaz Jundishapur University of Medical Sciences were purposefully selected over two consecutive years and completed the portfolio for three semesters. Satisfaction was measured using a researcher-made questionnaire, and semi-structured interviews conducted on 10 participants
Results: Students’ satisfaction with the implementation of the electronic portfolio was high (33.74 out of 40). The highest satisfaction score related to establishing an effective link between theory and clinical practice, whereas the lowest related to receiving feedback from instructors and software facilities. Qualitative analysis of the interviews yielded three main themes namely: "transformation in learning", "integration of theory and practice", and "executive challenges".
Conclusion: The electronic portfolio is a valuable tool for competency-based assessment in postgraduate education. By facilitating active learning, providing continuous feedback, and linking theoretical knowledge with practical experience, it can be effectively utilized for MSc physiotherapy students. Therefore, it is recommended that this system be integrated into the curriculum as a replacement for traditional methods to pave the way for active, student-centered learning. However, the sustainable effectiveness of this method relies on changing attitudes toward assessment and providing supportive infrastructure.
Method: In this quasi-experimental study, an electronic portfolio was designed encompassing four competency areas: educational, research, clinical skills, and professional ethics. A total of 20 first-year students enrolled at Ahvaz Jundishapur University of Medical Sciences were purposefully selected over two consecutive years and completed the portfolio for three semesters. Satisfaction was measured using a researcher-made questionnaire, and semi-structured interviews conducted on 10 participants
Results: Students’ satisfaction with the implementation of the electronic portfolio was high (33.74 out of 40). The highest satisfaction score related to establishing an effective link between theory and clinical practice, whereas the lowest related to receiving feedback from instructors and software facilities. Qualitative analysis of the interviews yielded three main themes namely: "transformation in learning", "integration of theory and practice", and "executive challenges".
Conclusion: The electronic portfolio is a valuable tool for competency-based assessment in postgraduate education. By facilitating active learning, providing continuous feedback, and linking theoretical knowledge with practical experience, it can be effectively utilized for MSc physiotherapy students. Therefore, it is recommended that this system be integrated into the curriculum as a replacement for traditional methods to pave the way for active, student-centered learning. However, the sustainable effectiveness of this method relies on changing attitudes toward assessment and providing supportive infrastructure.
Type of Study: Research |
Subject:
Medical Education
Received: 2025/12/12 | Accepted: 2026/02/23 | Published: 2026/04/4
Received: 2025/12/12 | Accepted: 2026/02/23 | Published: 2026/04/4
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