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Background <p>Dental higher education requires teaching of critical thinking and reflective skills. Both of which are strengthened by portfolio assignments. The aim of this study was to evaluate how the implementation of a portfolio assignment in a preclinical course of dental studies affected the students‘ understanding of course topics and their motivation to self-reflect.</p> Methods <p>Students in a preclinical course focusing on the topic of ‘preventive dentistry’ in the third semester of dental studies were given a newly developed portfolio assignment that they were to work on throughout the semester in relation to the internship and lecture content. At the end of the semester, the success of the portfolio assignment implementation was measured using a validated evaluation form. The form included two dichotomous items, 14 Likert scale items and two free text fields regarding “portfolio assignment in the context of dental studies”, “structure and tasks”, “content and knowledge gain”, “requirements and scope” and “overall assessment”.</p> Results <p>Students of two consecutive semesters (n<sub>total</sub> = 64), in which the portfolio was implemented for the first time, participated in the portfolio assignment and evaluation process. The evaluation results showed that portfolio assignments and self-reflection tasks have been underrepresented in dental studies to date. In both semesters, the portfolio assignment was rated as good to very good in &gt; 90% of cases. The structure and tasks, as well as the repetition of course content, scope and effort, were rated positively. More than 80% of the students also agreed that the reflection tasks contributed to an increase in engagement with the course content and an awareness of the knowledge gained over the duration of the semester.</p> Conclusion <p>In conclusion, the implementation of a portfolio assignment, including self-reflective elements, into the curriculum revealed to be a promising teaching tool that is well received by students. At the same time, portfolio assignments illustrate not only to students but also to teachers that learning and optimisation is a dynamic process that should be constantly evaluated and adapted in all semesters.</p>

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Implementation of a portfolio assignment in the framework of an internship in dental higher education with a focus on preventive dentistry

  • 期刊论文

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  • 发表日期：

    2026年6月19日

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  • Maria Hofmann,
  • Niklas Krebs,
  • Norbert Krämer

摘要

Background

Dental higher education requires teaching of critical thinking and reflective skills. Both of which are strengthened by portfolio assignments. The aim of this study was to evaluate how the implementation of a portfolio assignment in a preclinical course of dental studies affected the students‘ understanding of course topics and their motivation to self-reflect.

Methods

Students in a preclinical course focusing on the topic of ‘preventive dentistry’ in the third semester of dental studies were given a newly developed portfolio assignment that they were to work on throughout the semester in relation to the internship and lecture content. At the end of the semester, the success of the portfolio assignment implementation was measured using a validated evaluation form. The form included two dichotomous items, 14 Likert scale items and two free text fields regarding “portfolio assignment in the context of dental studies”, “structure and tasks”, “content and knowledge gain”, “requirements and scope” and “overall assessment”.

Results

Students of two consecutive semesters (ntotal = 64), in which the portfolio was implemented for the first time, participated in the portfolio assignment and evaluation process. The evaluation results showed that portfolio assignments and self-reflection tasks have been underrepresented in dental studies to date. In both semesters, the portfolio assignment was rated as good to very good in > 90% of cases. The structure and tasks, as well as the repetition of course content, scope and effort, were rated positively. More than 80% of the students also agreed that the reflection tasks contributed to an increase in engagement with the course content and an awareness of the knowledge gained over the duration of the semester.

Conclusion

In conclusion, the implementation of a portfolio assignment, including self-reflective elements, into the curriculum revealed to be a promising teaching tool that is well received by students. At the same time, portfolio assignments illustrate not only to students but also to teachers that learning and optimisation is a dynamic process that should be constantly evaluated and adapted in all semesters.