title: Status of portfolios in undergraduate medical education in the LCME accredited US medical school.
abstract: OBJECTIVE
  We sought to investigate the number of US medical schools utilizing portfolios, the format of portfolios, information technology (IT) innovations, purpose of portfolios and their ability to engage faculty and students.
  
  
  METHODS
  A 21-question survey regarding portfolios was sent to the 141 LCME-accredited, US medical schools. The response rate was 50% (71/141); 47% of respondents (33/71) reported that their medical school used portfolios in some form. Of those, 7% reported the use of paper-based portfolios and 76% use electronic portfolios. Forty-five percent reported portfolio use for formative evaluation only; 48% for both formative and summative evaluation, and 3% for summative evaluation alone.
  
  
  RESULTS
  Seventy-two percent developed a longitudinal, competency-based portfolio. The most common feature of portfolios was reflective writing (79%). Seventy-three percent allow access to the portfolio off-campus, 58% allow usage of tablets and mobile devices, and 9% involve social media within the portfolio. Eighty percent and 69% agreed that the portfolio engaged students and faculty, respectively. Ninety-seven percent reported that the portfolios used at their institution have room for improvement.
  
  
  CONCLUSIONS
  While there is significant variation in the purpose and structure of portfolios in the medical schools surveyed, most schools using portfolios reported a high level of engagement with students and faculty.
authors.affiliation: a University of Florida , USA .
authors.forename: Jason
authors.initials: J
authors.lastname: Chertoff
authors.affiliation: a University of Florida , USA .
authors.forename: Ashleigh
authors.initials: A
authors.lastname: Wright
authors.affiliation: a University of Florida , USA .
authors.forename: Maureen
authors.initials: M
authors.lastname: Novak
authors.affiliation: a University of Florida , USA .
authors.forename: Joseph
authors.initials: J
authors.lastname: Fantone
authors.affiliation: b Vanderbilt University , USA .
authors.forename: Amy
authors.initials: A
authors.lastname: Fleming
authors.affiliation: b Vanderbilt University , USA .
authors.forename: Toufeeq
authors.initials: T
authors.lastname: Ahmed
authors.affiliation: c Northwestern University , USA .
authors.forename: Marianne M
authors.initials: MM
authors.lastname: Green
authors.affiliation: d New York University , USA .
authors.forename: Adina
authors.initials: A
authors.lastname: Kalet
authors.affiliation: e West Virginia School of Osteopathic Medicine , USA .
authors.forename: Machelle
authors.initials: M
authors.lastname: Linsenmeyer
authors.affiliation: f Washington University , USA .
authors.forename: Joshua
authors.initials: J
authors.lastname: Jacobs
authors.affiliation: g Michigan State University , USA.
authors.forename: Christina
authors.initials: C
authors.lastname: Dokter
authors.affiliation: a University of Florida , USA .
authors.forename: Zareen
authors.initials: Z
authors.lastname: Zaidi
mesh_terms: D000068:Accreditation; D002983:Clinical Competence; D004504:Education, Medical, Undergraduate; D000068156:Formative Feedback; D012577:Schools, Medical; D011795:Surveys and Questionnaires; D014481:United States; D014956:Writing