ABSTRACT
The purpose of this article is to describe the process used to create and pilot-test a customized reflective electronic portfolio (e-portfolio) that integrates learning across three distinct components of an entry-level 6.5 year Doctor of Physical Therapy (DPT) program. During the 2004-2005 academic year, a pilot test was conducted with 10 students, representative of all 6.5 years in the DPT program. Development of our reflective e-portfolio model consisted of four stages: design a paper-based portfolio model to organize and create linkages among the liberal studies, professional, and experiential components of a DPT program; transform the model into an electronic format; create a demonstration e-portfolio tutorial; and evaluate the e-portfolio model via pilot testing. An interdepartmental team of faculty from physical therapy (PT), cooperative education, educational technology, and two PT students developed the e-portfolio model to map, visualize, and create linkages for student learning. Input to assist with the model design process was gathered from PT faculty and students through three focus groups. Data were collected on student experiences with the e-portfolio through written surveys at three points during the project and through face-to-face discussion. Written reflection, integral to the model, required students to reflect on artifacts selected from existing academic and experiential materials. Our project resulted in the generation of a reflective e-portfolio and tutorial customized for DPT students. Evaluation by users indicated that the reflective e-portfolio helped them organize and integrate academic and experiential learning and illuminate developmental transitions. Further research with a larger sample is indicated to examine the impact of e-portfolios on student learning and professional development.
