MEDICAL EDUCATION: Perspectives of Undergraduate Medical Students Towards Electronic Portfolios: A Mixed-Methods Study from Pakistan

Abstract

Objective: To explore undergraduate medical students' perspectives on the adoption of electronic portfolios (e-portfolios), focusing on perceived benefits, challenges, and influence on learning and professional growth.
Study Design: A convergent mixed-methods design was employed.
Place and Duration of Study: Bahria University College of Medicine, Bahria University Health Sciences Campus, Islamabad, Pakistan, from May 27, 2025 to January 30, 2026.
Materials and Methods: All 100 first-year MBBS students were invited through census sampling and all participated. A structured questionnaire assessed awareness, perceptions, perceived benefits, and barriers to e-portfolio use. Semi-structured interviews with 21 purposively selected students explored these experiences in greater depth. Quantitative data were analysed using descriptive and inferential statistics; qualitative data underwent thematic analysis.
Results: Only 8% of students used the institutional e-portfolio. Educational background was not associated with use (Fisher's Exact Test, p = 1.000). Overall perceptions were positive (mean composite score 23.84 of 30): 63% high, 36% moderate, and 1% low. Female students scored higher than male students on the Mann- Whitney U test (p = 0.042), although this should be interpreted cautiously because the parametric analysis was not significant (Welch's t-test, p = 0.069). Lack of awareness (42.4%) was the commonest barrier, followed by
perceived irrelevance to undergraduate education (19.0%) and uncertainty regarding expected use (12.9%).p Greater support and guidance (46.8%) and evidence of educational benefit (26.0%) were the measures most often endorsed to encourage future use. Thematic analysis generated four themes: Knowledge Acquisition and Self-Awareness, Skill Development and Reflective Practice, Learning from Mistakes and Growth Mindset, and
Necessary Support Structures.
Conclusion: Medical undergraduates held predominantly positive perceptions of e-portfolios despite limited experience of their use. Improving awareness, structured orientation, faculty support, and curricular integration may enhance meaningful adoption in undergraduate medical education.