Julia Wimmers-Klick¹
1 University of Northern British Columbia 

The integration of artificial intelligence (AI) into medical education necessitates a reevaluation of our approach to Portfolio. In the context of a longitudinal program in a medical school in British Columbia, Canada, Portfolio enhances professional development, focusing on soft-skill topics such as communication skills, professionalism, diversity, and equity. Traditionally, students submit written reflective pieces after in-person sessions, which are assessed and graded by individual coaches. However, the emergence of ChatGPT has rendered the verification of students' written submissions for authenticity challenging. This situation prompts us to reconsider our approach to portfolio assessment in the age of AI. 

To investigate this issue, we conducted focus group interviews involving site leads, coaches, students, and administrators. Data analysis was performed using a SWOT framework. The results of these interviews have sparked a discourse regarding the goals and objectives of the portfolio program. The primary outcome indicated a shift towards nurturing students' intrinsic motivation to reflect on relevant topics, drawing from their experiences both within and outside their portfolio group. Moving away from rigid submission requirements, alternative assessment methods such as art pieces or audio recordings have been proposed. Moreover, a subgroup of interviewees suggested restructuring the portfolio framework and incorporating follow-up in- person sessions where students can deliver short presentations on their personal reflections. However, concerns regarding confidentiality and personal pressure in implementing this approach were acknowledged. 

In conclusion, all participants reached a consensus that Portfolio is essential and plays a vital role in medical education. Given its nature, portfolio assessments require specific attention. The key lies in cultivating students' intrinsic motivation to reflect and learn within the realm of soft skills. 

Looking ahead, there is a need to explore diverse approaches that effectively foster intrinsic motivation. Identifying the most successful strategies in this regard will shape future of Portfolio assessment in medical education. 

References (maximum three) 

Hauer, K. E., Iverson, N., Quach, A., Yuan, P., Kaner, S., & Boscardin, C. (2018). Fostering Medical Students’ lifelong learning skills with a dashboard, coaching and learning planning. Perspectives on Medical Education, 7(5), 311–317. https://doi.org/10.1007/s40037- 018-0449-2 

Van der Gulden, R., Timmerman, A., Muris, J. W., Thoonen, B. P., Heeneman, S., & Scherpbier-de Haan, N. D. (2022). How does portfolio use affect self-regulated learning in 

clinical workplace learning: What works, for whom, and in what contexts? Perspectives on Medical Education, 11(5), 1–11. https://doi.org/10.1007/s40037-022-00727-7