Abstract
Purpose: This study aimed to assess the educational impact of routine course learning with or without the use of a portfolio and to compare the learning experiences of students using portfolios versus those who did not use them in preclinical prosthodontics.
Methods: This randomized controlled educational intervention was conducted at Bahria University Dental College. Paper-based portfolio learning was implemented with 38 preclinical undergraduates as an educational intervention alongside the routine teaching of the prosthodontics course and was compared with conventional instruction. Portfolios were designed using structured learning activities aligned with the learning outcomes of the second-year prosthodontics curriculum. Participants’ knowledge in both groups was assessed using 40 one-best multiple-choice questions (MCQs) and five short essay questions (SEQs). Practical skills were evaluated through a 10-station objective structured practical examination (OSPE). The assessment scores of the intervention group were compared with those of the control group. In addition, the participants’ satisfaction was assessed through a validated questionnaire. Data were analyzed using appropriate descriptive and inferential statistical tests. p- value < 0.05 was considered statistically significant.
Results: The intervention group demonstrated significantly superior performance compared to the control group in the summative assessment (mean difference = 7.21, 95% CI: 2.69–11.70; p < 0.001; Cohen’s d = 1.05). Greater gains were observed in the written examination, used as a proxy for cognitive domain (mean difference = 3.11, 95% CI: 0.65–5.55; p = 0.01; Cohen’s d = 0.83) and the OSPE, reflecting affective and psychomotor skills (mean difference = 4.10, 95% CI: 0.91–7.29; p = 0.01; Cohen’s d = 0.85). On exploratory item-level analysis, the intervention group reported significantly greater agreement regarding reflective exercises and meaningful discussions (p- value = 0.016).
Conclusion: A paper-based portfolio appears to be a beneficial educational tool in developing preclinical prosthodontics competencies.
Recommended Citation
Baqar, Anum; Vakani, Farhan Saeed; and Rafi, Shumaila
(2026)
"The Impact of Portfolio-Based Learning On Pre-Clinical Prosthodontics Competencies: A Randomized Educational Intervention,"
Health Professions Education: Vol. 12:
Iss.
5, Article 10.
DOI: 10.55890/2452-3011.1431
Available at:
https://hpe.researchcommons.org/journal/vol12/iss5/10
