Rebecca Roubin¹
 1 The University of Sydney Pharmacy School 

Background
Portfolios are used for assessment of pharmacy students, assessing their ability to provide patient-centred care through documenting patient cases and justifying clinical decisions during workplace-based placements. However, traditional portfolios were found to be onerous to mark and often provided a limited view of a student's capabilities. Moreover, student performance and feedback indicated poor engagement with the portfolio assessment. 

Summary of Work
With a goal to enhance the assessment process, this project aimed to redesign portfolio assessments in a new ePortfolio system for the new pharmacy program. The development of new ePortfolios was undertaken to capture an integrated, longitudinal view of a student's growth and competence, aiming to foster greater engagement and provide a more complete understanding of student skills and attributes. 

Results
The new ePortfolio entails compiling diverse evidence, including reflections, peer feedback, tutor, and preceptor evaluations, mastery skills and clinical documentation, organised around professional competencies. Supporting learning activities were also developed to assist students, educators, and preceptors in identifying and addressing specific areas of improvement, thereby enhancing the educational experience. 

Discussion and Conclusions
It is anticipated that the student-driven focus of the new ePortfolios will enhance student engagement. Future work includes evaluating the success of the portfolio redesign. The redesigned portfolios are expected to provide a comprehensive understanding of student competence, encompassing both clinical skills and attributes such as empathy and ethical reasoning, offering a richer assessment tool. By emphasising the holistic growth of the student, these ePortfolios are designed to more authentically mirror the demands and intricacies of pharmacy practice. 

Take-Home Messages/Implications for Further Research or Practice

The redesigned ePortfolios foster a more complete and longitudinal understanding of student competence, capturing attributes that traditional portfolios might overlook. 

References (maximum three) 

No references