ABSTRACT Integrating effective teaching methodologies in medical education is crucial for developing competent healthcare professionals. This study investigates the efficacy of portfolio‐based learning in enhancing anatomical proficiency and student motivation among third‐year medical students at the College of Medicine, Taibah University, utilizing self‐determination theory (SDT) as a theoretical framework. Utilizing a randomized controlled trial with a mixed‐methods design, this research comprehensively evaluates educational outcomes through quantitative and qualitative assessments. A cohort of 150 students was randomly assigned to either a control group, employing traditional lecture and dissection methodologies, or an experimental group, engaged in portfolio‐based learning with integrated clinical applications. An Objective Structured Practical Examination (OSPE) quantitatively measured anatomical proficiency, while qualitative insights were garnered through focus‐group discussions. The quantitative results demonstrated that the experimental group significantly outperformed the control group in anatomical proficiency on the OSPE. Thematic analysis from the focus groups revealed that portfolio‐based learning enhanced the ability to apply anatomical knowledge, fostered a sense of autonomy, and enhanced intrinsic motivation, as aligned with SDT. By contrast, the control group reported difficulties with passive learning and rote memorization. These findings advocate for integrating active learning strategies, such as portfolio‐based approaches, to augment the linkage between theoretical knowledge and clinical practice, thus supporting diverse learning needs and enhancing educational outcomes in medical education.
Elhassan et al. (Thu,) studied this question.