الفهرس 
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Abstract
Background: Portfolios are a collection of intentional and meaningful artefacts that represent personal efforts, professional progress, and accomplishments. Portfolio is used to document student learning, growth, and development over time, promote reflective practice, and professional certification.
Aim of work: to evaluate the perception of first- and fifth-years medical students at New Giza University towards portfolio as a method of teaching and learning assessment in the newly established Egyptian Undergraduate Medical Program.
Materials& methods: A self- administered anonymous questionnaire was distributed to first and fifth year students.
-The students were asked to rate their level of agreement with each statement. Responses were indicated on a five-point Likert scale with endpoints labelled from “strongly disagree” (1) to “strongly agree” (5) and scoring was from 1 to 5. Higher scores mean higher students’ perceptions of the portfolio. Reverse scores were used for negative items.
-An open-ended question to explore the students’ views and suggestions regarding the portfolio was included.
-The collected data was revised for accuracy and completeness, then coded and analyzed using IBM SPSS version 24. Independent t test was used for statistical analysis of the data. P-value <0.05 was used as the level of significance.
-The questionnaire was distributed in a printed form .
Results:
• Fifty-seven students (17.1%) agreed that completing a portfolio was a good method of developing their knowledge. Eighty-six students (26.4%) agreed that portfolio allowed them to identify their strengths and weaknesses. One hundred and fifteen students (35.3%) agreed that the portfolio allowed them to reflect and build on their learning. Eighty-eight students (27%) agreed that the portfolio gave them insight into their approach to learning. Eighty-eight students (27.2%) agreed that the portfolio provided opportunities to modify their approach to learning. One hundred and sixty students (49.2%) agreed that the portfolio is a useful means of documenting personal feelings about learning. One hundred and fifty-seven students (48.4%) found the portfolio too woolly and undirected form of learning.
• Seventy-six students (23.6%) agreed that building the portfolio was a useful learning experience. One hundred and twenty-two students (37.9%) agreed that the portfolio gave them the sense of achievement. One hundred and thirteen students (37.3%) agreed that they have liked to know more information about building the portfolio. One hundred and fourteen students (35.4%) agreed that building the portfolio helped them to develop organizational skills. Two hundred and eighteen students (67.5%) of students agreed that building the portfolio involved completing too much paperwork.
• One hundred and thirty-seven (42.5%) agreed that using a portfolio would be a good means of documenting their continuing professional development. Ninety-four students (29%) agreed that the use of a portfolio is a good tool for judging on graduate clinical competences.
• Year one students reported a significantly higher mean score (p value< 0.05) in 5 items out of the 7 items: (questions from 1 to 5 ) and they also reported a significantly higher score (p value< 0.05) than year 5 students regarding the total score of their views on the impact of the portfolio on their learning.
• Year one students reported a significantly higher mean score (p value< 0.05) in 3 items out of the 5 items: (questions number 8,9,12) and also reported a significantly higher score (p value< 0.05) than year 5 students regarding the total score of their views on building the portfolio.
• Year one students reported a significantly higher mean score (p value< 0.05) in the 2 items: (questions number 13,14) and they also reported a significantly higher score (p value< 0.05) than year 5 students regarding the total score of their views on the use of portfolio in the CPD.
• Conclusion:
Students are unaware of the importance of portfolio and its relation to their learning. They reported that portfolio is not a good mean of learning, teaching and assessment however, agreed that organized portfolio helped them to improve their organizational skills and the ability of documentation to provide a comprehensive view of the full scope of the professional competencies required for clinical specialization. Concerns were noted about the time consumed preparing the portfolio requirement and about the relation of reflection task with the learning process.
• Recommendations:
For more positive portfolio perception, we recommend a proper introduction and mentoring, clear identification of portfolio objectives and integration within context and procedures, proper training for the mentors and make it user-friendly that includes limited time demands and more clear tasks.