Innovation in ethics and professionalism course: Early experience with portfolio-workbook

Muhammad Shahid Shamim, Nadeem Alam Zubairi, Mohamad Hesham Sayed, Zohair Jamil Gazzaz

Research output: Contribution to journalArticlepeer-review

6 Citations (Scopus)


Objective: To analyse students' perception regarding the use of portfolio-workbook in ethics course. Methods: This mixed method study was conducted at the King Abdulaziz University, Jeddah, Saudi Arabia, in 2014, and comprised fourth-year medical students. The "portfolio-workbook", developed on principles of cognitive load and guided learning theories, contained essential reading material. Learning sessions were also facilitated by teaching tools like role-plays, movie/video clips, vignettes, etc., followed by reflective writing exercises. Feedback questionnaire with open- and closed-ended questions was used to collect data. Quantitative data was analysed for frequencies and percentages. Content analysis was conducted for the open-ended responses. Results: Of the 20 participants, 10(50%) considered using portfolio-workbook as difficult initially. However, on completion of module 16(80%) found it easy. Moreover, 17(85%) appreciated it as a learning tool. Besides, 19(95%) students found teaching videos and 13(65%) found open discussions as effective learning tools. Portfolio-workbook as an assessment tool was preferred by 19(95%) students. Conclusion: The use of portfolio-workbook in teaching ethics to undergraduates was found to be encouraging as it generated interest and interaction.

Original languageEnglish
Pages (from-to)1149-1153
Number of pages5
JournalJournal of the Pakistan Medical Association
Issue number9
Publication statusPublished - Sept 2016
Externally publishedYes


  • Medical ethics
  • Portfolio
  • Professionalism
  • Undergraduate
  • Workbook


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