. 2022 Mar 3;9:23821205221076022. doi: 10.1177/23821205221076022

Table 2.

Purpose of MSPs.

CONTENT	ELABORATION AND/OR EXAMPLES
Learning	Reflective learning:^{7,11,47,53,54,56,57,61,62,64,66,68,69,72,74,75,79,80,86,87,91,101,108} Links practical experience with pre-existing medical knowledge¹⁰⁸ Collection and selection of work samples to allow for reflection and analysis of learning¹²⁵ Provides a platform to express inner dialogue⁷ Self-directed learning^{7,11,53,54,62,64,65,67,71,73,91,101,102,105,109,115,117,126} Identify personal learning needs^11,115 Individualise learning goals and plans¹¹⁰ Workplace-based learning^66,115,131 Encouraged by clinical components of portfolio⁶⁶ Group learning^130,132
Assessment	Formative Assessment^{1,3,5,7,47,60,61,68,75,76,78,84,85,101,106,116,117,124,133} Platform to receive constructive feedback^{60,68,116,134} Summative Assessment^{1,5,13,47,54,59,68,70,71,78,80,82,102,105,106,116,121,123,124,130,135,136,139} Ensure students have met curriculum learning objectives by quantifying their performance through grades or numerical marks^5,13,47,68 Results are utilised to inform decisions on promotion, graduation and licensing^{47,54,62,68,71,106,139} A combination of formative and summative assessment^1,47,53,106 establishes portfolios as a “very powerful assessment tool”⁴⁷ Self-Assessment^{1,5,7,47,54,62,66,67,71,72,91,110,111,115,126,131,135} Students assess their own learning^5,7,126, strengths and weaknesses⁵⁴ and performance^47,72,111 Encourages positive changes in behaviour^7,62,127 Modalities include interviews to discuss portfolio content between students and assessors^{1,4,11,57,68,108,123,131,136} or portfolio review by assessors^{1,4,8,11,54,59,70,75,91,105,111,112,116,117,123,131,134,140}

CONTENT

ELABORATION AND/OR EXAMPLES

Learning

Reflective learning:^{7,11,47,53,54,56,57,61,62,64,66,68,69,72,74,75,79,80,86,87,91,101,108}
- Links practical experience with pre-existing medical knowledge¹⁰⁸
- Collection and selection of work samples to allow for reflection and analysis of learning¹²⁵
- Provides a platform to express inner dialogue⁷
Self-directed learning^{7,11,53,54,62,64,65,67,71,73,91,101,102,105,109,115,117,126}
- Identify personal learning needs^11,115
- Individualise learning goals and plans¹¹⁰
Workplace-based learning^66,115,131
- Encouraged by clinical components of portfolio⁶⁶
Group learning^130,132

Assessment

Formative Assessment^{1,3,5,7,47,60,61,68,75,76,78,84,85,101,106,116,117,124,133}
- Platform to receive constructive feedback^{60,68,116,134}
Summative Assessment^{1,5,13,47,54,59,68,70,71,78,80,82,102,105,106,116,121,123,124,130,135,136,139}
- Ensure students have met curriculum learning objectives by quantifying their performance through grades or numerical marks^5,13,47,68
- Results are utilised to inform decisions on promotion, graduation and licensing^{47,54,62,68,71,106,139}
A combination of formative and summative assessment^1,47,53,106 establishes portfolios as a “very powerful assessment tool”⁴⁷
Self-Assessment^{1,5,7,47,54,62,66,67,71,72,91,110,111,115,126,131,135}
- Students assess their own learning^5,7,126, strengths and weaknesses⁵⁴ and performance^47,72,111
- Encourages positive changes in behaviour^7,62,127
Modalities include interviews to discuss portfolio content between students and assessors^{1,4,11,57,68,108,123,131,136} or portfolio review by assessors^{1,4,8,11,54,59,70,75,91,105,111,112,116,117,123,131,134,140}