Portfolio Learning - An Observational Study Conducted among Post Graduates Students to Assess Feasibility in a Government College Setting

The assessment and feedback process for postgraduate medical students remains a challenge, especially in government medical colleges with limited resources and high clinical workloads. This study aimed to evaluate the feasibility and effectiveness of portfolio-based learning among postgraduate students in General Surgery and Pediatrics at a rural government medical college. Over a two-month period, a structured portfolio was introduced, including Mini-Clinical Evaluation Exercises (miniCEX), Direct Observation of Procedural Skills (DOPS), assignments, journal club activities, and multisource feedback. A total of 42 students participated, documenting their learning through reflective writing and receiving feedback from mentors, peers, seniors, patients, and paramedical staff. Statistical analysis of the outcomes showed high feasibility and satisfaction with the portfolio approach, with 88% of students reporting improved clinical competency. While challenges such as limited time and the need for more robust feedback mechanisms were noted, the study highlights the potential of structured portfolio learning to enhance clinical skills and self-directed learning in postgraduate training.