Exploring Medical Student’s Experiences with Logbook in Clinical Training: A Qualitative Study

Logbooks are widely used in medical education during the clinical years. However, evidence of their usefulness is inconclusive. The objective of this study was to explore medical graduates’ perceptions of using logbooks during their clinical years as students. This qualitative study involved the use of semi-structured individual interviews with a total of 15 respondents. All interviews were audiotaped and transcribed, and an inductive thematic analysis of the data was conducted using NVivo software. Three themes were identified for the role of logbooks in learning: Logbooks provide guidance for self-directed learning; logbooks facilitate authentic learning experiences; and logbooks lead to opportunities for interprofessional interaction. Two main themes emerged with regard to the advantages of using logbooks for assessments: A logbook is a component of summative assessment, and it provides external motivation. In addition, three themes emerged regarding the disadvantages of logbooks: the extensive items in logbooks, the practicality of using logbooks, and the lack of feedback when logbooks are used. Themes that emerged from the respondents’ suggestions to improve logbook use included constructing a blueprint for logbook use, applying a mechanism for monitoring progress, and changing the logbook format. In conclusion, logbooks play a positive role in learning during the clinical years, and students consider logbooks to be acceptable assessment tools. However, excessive items and a lack of feedback act as barriers to effective logbook usage.