This study addresses the reflective portfolio (RP) strategy in medical education in the context of an innovative curriculum. The study aimed to identify students' perceptions concerning the use of RP in the Educational Unit on Professional Practice. This was a case study of qualitative data using the content analysis technique; the quantitative analysis was based on simple frequencies. Data were collected with a questionnaire using open-ended questions. The sample included 33 second-year medical students. The results indicated the portfolio's contribution to professional training, to the extent that it allowed students to monitor and organize the care of patients under their responsibility, while fostering a self-assessment process. Meanwhile, the students' understanding of the portfolio largely diverged from the reflective portfolio concept, in which the students identified little or no contribution to the development of reflective capacity.
Portfolio; Education, medical; Teaching-learning; Assessment
