ABSTRACT Background/Objective Clinical performance evaluation is one of the critical and sensitive components of the teaching‐learning process. This study evaluates the portfolio evaluation method compared to the log book for internal medicine residents of Mashhad University of Medical Sciences, Mashhad, Iran. Methods The current study was conducted in 2022–2023 at Mashhad University of Medical Sciences and in Ghaem and Imam Reza hospitals on students (residents) in case of written informed consent. The study tool included ten questions to measure and compare students' satisfaction using the standard logbook and portfolio evaluation methods. In this study, 22 internal medicine residents were included in the logbook group, and 22 were in the portfolio group. Results According to the results, the portfolio group satisfaction increased in 7 parameters, which include the fairness of the evaluation method ( p = 0.02), the alignment of the subjects in the evaluation method with the goals of the course ( p = 0.016), creating interest and motivation for Student participation in learning in the evaluation method ( p = 0.004), receiving feedback from the instructor about his work in the evaluation method ( p = 0.04), paying attention to different aspects and not being one‐dimensional in the method evaluation ( p = 0.018), paying attention to the progress of the student and not the final situation in the evaluation method ( p = 0.015), helping to find defects and compensate for them in the evaluation method ( p = 0.006). Conclusion In conclusion, using a portfolio as an evaluation method can have a better effect on residents' training than the old logbook method.
AkbariRad et al. (Sun,) studied this question.