Students' Learning and Development of Professional Skills Through a Training Portfolio Approach

Abstract

Despite the recognized importance of professional competencies beyond technical knowledge, students engaged in project-based learning consistently prioritize final deliverables over critical thinking and professional skill development processes. This research employed a mixed-methods case study design involving approximately 60 students enrolled in a two-semester engineering masters course that incorporated team-based projects with structured portfolio assessment.

The training portfolio model required students to complete three phases: initial competency planning using the Interprofessional Project Management Questionnaire (IPMQ), ongoing process analysis and reflection tasks, and final assessment through reflective summaries. Quantitative results demonstrated statistically significant improvements in all four IPMQ dimensions, with the strongest effects observed in interprofessional communication and project planning, followed by risk analysis and ethical sensitivity. Qualitative analysis of portfolio content revealed alignment between intended curriculum outcomes and student learning experiences, with documentation, project management, and team management emerging as the most frequently addressed competencies.

The convergence of quantitative and qualitative findings provides evidence that the training portfolio approach successfully redirects student attention toward process-oriented learning objectives. This pedagogical strategy offers a viable solution for systematically developing professional skills while maintaining focus on technical project deliverables in engineering education contexts.