Fostering reflective practice and professional development: implementation of an integrated mentoring and e-portfolio program for medical students

The objective was to evaluate changes in students’ rubric-based competencies and satisfaction over three academic years while examining the use of innovative AI approaches to support integrity in reflective learning. This research paper presents f. We employed a longitudinal mixed-methods evaluation over three academic years to assess the College of Medicine newly launched e-portfolio program which was integrated with faculty-led mentorship. All male and female students enrolled in the medicine program in academic year 2021–2022 were included. Detailed manuals were developed, outlining clear objectives, processes, expectations, assessment method, and evaluation guidelines. Mentees submitted reflective documents linked with the general competencies such as self-directed learning, leadership skills, and communication. Reflective documents were reviewed and assessed through formative and summative methods. The primary quantitative endpoint was the summative assessment score of the reflective documents. Feedback about program effectiveness, and implementation challenges were analyzed quantitatively and qualitatively. Mentees and faculty appreciated the integrated program. Self-directed learning increased by 36.2% (t = 28.38, p = 0.01; mean difference = 2.1, 95% CI: 1.95–2.24). Professionalism improved by 33.9% (t = 31.30, p = 0.01; mean difference = 2.1, 95% CI: 1.97–2.23). Leadership/organization increased by 38.2% (t = 24.74, p = 0.01; mean difference = 2.1, 95% CI: 1.93–2.23). Many challenges were reported including low student motivation, absence of incentives, plagiarism, and technology issues. The integrated program supports the development of reflective skills and professional growth. The program management should address the identified challenges and continually refine program components.