الفهرس 
Aim of the workOnly 14 pages are availabe for public view
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Abstract
The study was an triangulated research design, where qualitative and quantitative data were collected and compared to validate each other . The target population included a group of experts in the area of curriculum development, coordinators and trainers of house officers, and house officers. The sample size was inclusive for house officers, and 20 staff. The data was collected by: questionnaires, semi structured interview to get the perception of house officer about training in this year, documents review of the training guide, Delphi method to validate the designed curriculum outline.
Results: After reviewing the documents of the objectives and the activities in the field training and the literature review, the close agreement between the ILOs and the tasks and the assessment methods was checked. Developing the portfolio was started by identifying the purpose of the portfolio, then determining the main components (entries) of the portfolio, tools for portfolio assessment (rating scale with its scoring rubrics), and last developing guidelines for students and tutors explaining selecting and evaluating the entries. Delphi method was conducted to validate the developed portfolio. The mean score (out of 80) in second year was 62.6, and the third year was 49. This study showed that the inter-rater reliability and the internal consistency were acceptable.
Conclusion: The study concluded that introducing portfolio into the early years in a medical school is a successful experience. Structuring, guiding, both the examiners and the examinees, and using an objective assessment tool are all necessary to use portfolios in the assessment purposes. Portfolio assessment provides an effective method to assess the various and difficultly assessed ILOs achieved by the students in CBE learning activities.