Reflection, critical thinking, and English Learning in pre-medical students' e-portfolio project

Abstract

E-portfolios are widely employed in medical education for developing reflective thinking skill in medical students. However, current research predominantly focuses on reflective medical content, neglecting the incorporation of development of critical thinking skill and English language learning in pre-medical education. Additionally, little is known about how reflective and critical skills of pre-medical students are measured or the challenges they face in developing e-portfolios. Therefore, this study aims to measure pre-medical students' reflective skills, their perceptions of e-portfolios in English language learning, and identify challenges and coping strategies. Data were gathered through questionnaires, reflective narratives, and semi-structured interviews, with analysis methods including descriptive statistics for questionnaires, corpus linguistics frequency for reflective narratives, and content analysis for interviews. Findings indicated positive perspectives on the use of e-portfolios emphasizing the need for guidelines to enhance reflective, critical, and learning skills in pre-medical students across medical schools