Students' grades were more discriminative when reflexive portfolios were introduced as assessment tools.

The Obstetrics and Gynecology (ObGyn) clerkship at the Federal University of Uberlandia has long been using subjective global ratings in students’ assessments. We observe that such ratings are not discriminative since students are traditionally assessed with equal grades.

We aimed to introduce a new tool in the assessment of ObGyn clerkship students with the use of reflexive portfolios.

Students undergoing the ObGyn clerkship during August-October 2011 were assessed by subjective global rating (Group 1) and those undergoing the clerkship during October-December 2011 were assessed by reflexive portfolios (Group 2).

Frequencies of ObGyn clerkship students’ grades in groups 1 and 2 were analysed.

In contrast to the merely summative proposal of subjective global ratings without feedback, we should also consider the formative goals of portfolios as learning tools. 

Reflective portfolios may represent a good alternative to bridge the gap between summative global rankings and innovative formative tools in traditional schools.

We are currently introducing new assessment tools with ObGyn clerkship students such as the mini-CEX.

We would like to thank our students who accepted the challenge of using an innovative assessment tool in a traditional learning environment such as ours.

We recognize their effort in making the formative proposal of their portfolios a reality to be replicated in our school.

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