Educational Portfolio in Medical Education—From Documenting Knowledge to Assessing Competence

The educational portfolio is in line with the principles of OBE (Outcome-Based Education) as a tool enabling the documentation and assessment of learning outcomes in a continuous, individualized manner, embedded in a real clinical context. Its use allows for a shift away from point-based assessment of achievements in favor of monitoring the progression of competencies over time, which is one of the key postulates of competency-based education (programmatic assessment). The educational portfolio is an important tool supporting the process of medical education, combining the perspectives of the teaching physician and the medical student. From the clinical teacher’s point of view, the portfolio enables systematic assessment of the student’s progress, clinical competencies, reflective skills, and professional development over time. It also facilitates the individualization of the teaching process, supports constructive feedback, and promotes the development of professional attitudes consistent with the principles of evidence-based medicine and medical ethics. For medical students, the portfolio is a space for active learning, integrating theoretical knowledge with clinical experience. It allows them to document the skills they have acquired, analyze their strengths and areas for further development, and develop self-reflection and responsibility for their own learning process. Regular portfolio maintenance promotes awareness of the role of a future physician and prepares students for lifelong learning. The joint use of the portfolio by the teacher and student strengthens the partnership model of education, increases the transparency of requirements, and improves the quality of medical education, making it more focused on the development of competencies and patient needs.