Table 3. Number of Fragments and Frequency of Thematic Subcategories in Portfolio Activities
Questions in the portfolio activities Communication Subcategories Common Professionalism Subcategories Total
NV* PP* SC* CDS* DPR* R* ER* EA* V*
n (%) n (%) n (%) n (%) n (%) n (%) n (%) n (%) n (%) n (%)
Course Evaluation and Learning                    
  What did you learn in the communication module? 13 (19) 8 (11) 15 (21) 9 (13) 9 (13) 16 (23) 0 0 0 70 (100)
  What did you learn in the professionalism module? 0 0 0 0 0 37 (58) 12 (19) 9 (14) 6 (9) 64 (100)
  IRAMUTEC analysis skills, listening, and summarising   reflection, empathy, ethics, respect and attitude
Self-Efficacy Activity                    
  Why did the clinical activity stimulate the development of communication? 4 (10) 10 (25) 6 (15) 2 (5) 3 (7.5) 5 (12.5) 0 9 (22.5) 1 (2.5) 40 (100)
  Why did the clinical activity stimulate the development of professionalism? 1 (2) 7 (15.5) 0 0 1 (2) 8 (18) 10 (22) 12 (27) 6 (13.5) 45 (100)
  IRAMUTEC analysis understanding, orientation, context, and clinic   reflection, thinking, respect and ethics
  Free Reflective Writing 11 (8) 20 (13.5) 16 (10) 0 21 (14) ** 26 (17.5) 31 (21) 24 (16) 149 (100)
  IRAMUTEC analysis to put in’, ‘stay’, and ‘patient’

*Non-verbal communication (NV), the patient perspective (PP), the steps of consultation (SC), communication in difficult situations (CDS), doctor-patient relationship (DPR), reflection (R), ethics and responsibility (ER), empathy and altruism (EA) and values (V). The numbers are related to how many times the subcategory occurred in each question. The number of times is given first and the frequency, relative to all fragments of the same question, is given in parentheses.**All fragments involved reflection in FRW.

Int J Med Educ. 2020; 11:37-46; doi: 10.5116/ijme.5e2a.fa68