[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-433695-105":59,"doc-detail-433695-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","association-between-clinical-learning-portfolio-recording-and-medical-students-competencies-and-entrustable-professional-activities-in-taiwan","Association between clinical learning portfolio recording and medical students’ competencies and entrustable professional activities in Taiwan","","The study evaluates whether quality of clinical reflection-oriented learning portfolio recording is linked to early clerkship outcomes in Taiwan. Data from 2020–2022 include 148 first-year clerks and assess excellent learning portfolio award status against proficiency in entrustable professional activities (EPAs) and eight core competencies used for residency entry. Award recipients score higher across 11/13 EPAs and all eight competencies, with higher-frequency awards yielding greater scores. Stratified results by gender are similar, but the continuous follow-up subgroup shows no advantage. Results support portfolio recording as an effective early-clerkship learning tool.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/association-between-clinical-learning-portfolio-recording-and-medical-students-competencies-and-entrustable-professional-activities-in-taiwan/433695/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/association-between-clinical-learning-portfolio-recording-and-medical-students-competencies-and-entrustable-professional-activities-in-taiwan/433695.png","ImageObject",300,407,{"name":92,"@type":93},"Emma Wilson","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To provide evidence of learning portfolio effectiveness by examining the association between portfolio appraisal and medical students’ clinical performance, including EPAs-based assessments and core competencies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants and data collected?",{"text":117,"@type":113},"Data were evaluated from 2020 to 2022, comparing excellent portfolio award status with performance in EPAs and eight core competencies, and analyzing a continuous follow-up subgroup who continued their second-year clerkship at the same research hospital.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings for the overall group?",{"text":121,"@type":113},"Compared with non-recipients, award recipients scored higher in 11 of 13 EPAs and in all eight core competencies, and higher-frequency award winners had significantly higher scores than lower-frequency winners.",{"name":123,"@type":110,"acceptedAnswer":124},"Did the portfolio advantage persist in students followed into the second year?",{"text":125,"@type":113},"No. In the continuous follow-up group of 86 students, the beneficial association observed in the overall group was not observed.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},433695,1790816152,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":46,"preview_page_count":4},3848291630094,"https://eur-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","J Chin MedAssoc  \nOriginal article  \nAssociation between clinical learning portfolio recording and medical students’ competencies and entrustable professional activities in Taiwan  \nJen-Feng Lianga,b,c, Wan-Yu Yehb, Shiau-Shian Huanga,b,c, Hsiao-Yun Yeha,b, Hsiao-Chin Shena,c, Chia-Chang Huanga,c, Yi-Hsuan Lina,c, Hao-Min Chenga,c, Ying-Ying Yanga,c,*, Jiing-Feng Lirngc, Chen-Huan Chena,c, Shuu-Jiun Wangc  \naDepartment of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan, ROC; bDivision of EvidenceBased Medicine, Department of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan, ROC; cSchool of Medicine, College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan, ROC  \nAbstract  \nBackground: The clinical reflection-oriented learning portfolio is widely applied in clinical rotation, but it is time-consuming for clinical trainees, and the effect on learning is still questionable. This study aims to provide evidence of the effectiveness of the learning portfolio by examining the association between portfolio appraisal and clinical performance.  \nMethods: From 2020 to 2022, data were evaluated to investigate the relationship between excellent portfolio award status, proficiency in entrustable professional activities (EPAs)–based assessments, and clinical competencies based on the core EPAs for entering residency of the American Association of Medical Colleges (AAMC), as well as eight core competencies evaluated every 2 weeks from each clinical department. In addition, clerks who continued their second-year clerkship at the research hospital (continuous follow-up group) were analyzed to further explore the association between first-year award status and second-year clinical outcomes. Results: A total of 148 first-year clerks were included in the overall group (award recipients and non-recipients) . Among them, 86 continued their clerkship at the research hospital in the second year (continuous follow-up group) . In the overall group, compared with excellent learning portfolio non-recipients, award recipients demonstrated higher scores in 11 of the 13 EPAs and in all eight core competencies. Moreover, higher-frequency award winners obtained significantly higher scores compared to lower-frequency award winners. Stratified analyses based on gender yielded similar results during clerkship. However, this beneficial association was not observed in the continuous follow-up group.  \nConclusion: This database study supports that better learning portfolio recording is associated with better clinical performance during the early stage of clerkship. Learning portfolio could be an effective tool to facilitate clinical learning in early clerkship. Keywords: Clerkship; Core competencies; Entrustable professional activities; Learning portfolio; Reflection  \n868 [www.ejcma.org](www.ejcma.org)  \nOriginal Article. (2025) 88:11 J Chin MedAssoc  \nLay Summary: This study explored whether the quality of medical students’ learning portfolios relates to their early clinical performance during clerkship. Data from 148 first-year clerks (2020-2022) were analyzed, comparing those who received“excellent learning portfolio” awards with those who did not. Clinical performance was measured using 13 Entrustable Professional Activities (EPAs) (eg, gather a history and perform a physical examination, prioritize a differential diagnosis following a clinical encounter) and 8 core competencies (eg, patient care, knowledge for Practice). Award recipients scored higher in 11 of the 13 EPAs and all core competencies, with more awards linked to better scores. These trends were consistent across genders. However, in a subgroup of 86 students followed into the second year at the same hospital, the advantage was no longer significant. Overall, high-quality portfolios were associated with better performance in early clerkship, suggesting they may be a useful tool for enhancing clinical learning.  \n1. INTRODUCTION  \nRecent ti","cbCaiaTKagGop7sM","https://ap.wps.com/l/cbCaiaTKagGop7sM","pdf",1130145,"English","# Abstract\n## Background\n## Methods\n## Results\n## Conclusion\n# Introduction","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To provide evidence of learning portfolio effectiveness by examining the association between portfolio appraisal and medical students’ clinical performance, including EPAs-based assessments and core competencies.\"},{\"question\":\"How were participants and data collected?\",\"answer\":\"Data were evaluated from 2020 to 2022, comparing excellent portfolio award status with performance in EPAs and eight core competencies, and analyzing a continuous follow-up subgroup who continued their second-year clerkship at the same research hospital.\"},{\"question\":\"What were the key findings for the overall group?\",\"answer\":\"Compared with non-recipients, award recipients scored higher in 11 of 13 EPAs and in all eight core competencies, and higher-frequency award winners had significantly higher scores than lower-frequency winners.\"},{\"question\":\"Did the portfolio advantage persist in students followed into the second year?\",\"answer\":\"No. In the continuous follow-up group of 86 students, the beneficial association observed in the overall group was not observed.\"}]","Association between clinical learning portfolio recording and medical students’ competencies and entrustable professional activities in Taiwan | PDF",1790665151]