Development, Implementation, and Evaluation of an E-Portfolio System to Enhance Competency-Based Learning and Reflection Among 4th-Year Dental Students

Abstract Background With the growing focus on competency-based education in dental curricula, traditional assessment methods often fail to support longitudinal competency tracking and meaningful student reflection. Electronic portfolios (e-portfolios) have emerged as effective tools to bridge this gap by enabling documentation of clinical experiences, reflective writing, and structured faculty feedback. This study aimed to develop, implement, and evaluate a customized e-portfolio system for fourth-year dental students. Methods A sequential exploratory mixed-methods design was adopted. In the qualitative phase, a modified Delphi method was used to reach expert consensus on core components of the e-portfolio system. In the quantitative phase, a cross-sectional survey was conducted among fourth-year dental students (n = 72) after three months of using the e-portfolio. Thematic analysis was used for qualitative data, while descriptive and inferential statistics (independent t-test, Mann–Whitney U, chi-square) were applied to quantitative data using SPSS version 25. Internal consistency of the survey tool was evaluated using Cronbach’s alpha. Results Seven experts completed all Delphi rounds, resulting in consensus on 8 core components of the e-portfolio, including reflective writing, clinical case uploads, multimedia support, progress dashboards, and structured faculty feedback. Of the 75 students, 72 completed the survey (96% response rate). Overall satisfaction was high: usability (mean = 4.36 ± 0.64), reflective improvement (4.21 ± 0.61), and documentation via multimedia (4.47 ± 0.52) received the highest ratings. A statistically significant gender difference was observed in reflective engagement, with females showing higher agreement (p = 0.043). The survey instrument demonstrated strong reliability (Cronbach’s α = 0.84). Conclusion The study demonstrated that a structured, consensus-driven e-portfolio system can enhance clinical documentation, reflective practice, and student engagement in dental education. While student satisfaction was generally high, the findings highlighted the need for faculty training in feedback provision and strategies to reduce reflection-related workload.