Medical Students’ Perspectives on an Assessment of Reflective Portfolios [Response to Letter]

Abstract

Salah Eldin Kassab,1 Mubarak Bidmos,1 Michail Nomikos,1 Suhad Daher-Nashif,2 Tanya Kane,2 Srikant Sarangi,3 Marwan Abu-Hijleh1 1Department of Basic Medical Sciences, College of Medicine, QU Health, Qatar University, Doha, Qatar; 2Department of Population Medicine, College of Medicine, QU Health, Qatar University, Doha, Qatar; 3Danish Institute of Humanities and Medicine (DIHM), Aalborg University, Aalborg, DenmarkCorrespondence: Salah Eldin KassabPhysiology and Medical Education, College of Medicine, QU Health, Qatar University, PO Box 2713, Doha, QatarTel [phone]Email [email protected] We thank Forenc et al1 for their interest in our study titled Construct Validity of an Instrument for Assessment of Reflective Writing-Based Portfolios of Medical Students.2 In their Letter to Editor, their main critique concerned the extent to which the nonanonymity of reflective portfolios and the lack of reflection prompts to students may have affected the G-theory analysis. In their view, these two aspects will have reduced the percentage variance of the object of measurement (students) and thus influenced the variance attributed to the study facets. In addition, they draw attention that the study instrument might not be replicable for clinical students, due to increased complexity of the learning environment. We address their concerns in turn.   View the original paper by Kassab and colleagues   This is in response to the Letter to the Editor