The terms portfolio and Logbook have been widely used in the field of medical education. However, the differences and similarities between them are still under question. In this letter to the editor, an attempt has been made to make the necessary clarification in this regard by reviewing the relevant sources.

Background and Objective: In this study, the learners’ performance has been developed as a tool for recording learning experiences, documenting the stages of learning and assessment of apprenticeship training, providing appropriate comprehensive coverage, teacher and educational system as well as curriculum modification.Methods and Materials: This research is a descriptive study conducted in 1397 in the country. The statistical population of this research is all the experts responsible for higher education in 47 universities. After reviewing the texts and performing a focal group, a preliminary questionnaire was compiled and a sample was taken. The apparent and content validity of the questionnaire was carried out using the opinions of the experts of the Ministry of Health and some managers and educators on the basis of scientific criteria. The reliability of the questionnaire was determined by Cronbach’s alpha test of 96%.Results: The questionnaires were compiled with 17 modules and 205 skills based on the approved curriculum.After the survey, the expected competency level of each skill was obtained. In the Procurator Skills section, a total of 32 trial skills were extracted and the proposed clinical performance was presented in the form of a scoreboard.Conclusion: The results of the study introduces a valuable tool for evaluating the ability of learners who are interested in evaluating the skills of learners based on modern and up-to-date assessment methods.

Introduction: Proper educational programs should have an active and dynamic nature and be revised and modified following the received feedbacks. Clinical learning guide if integrated with interactive Logbooks is considered an appropriate tool for clinical learning enhancement by providing opportunity for more interaction among student, clinical environment, and instructor. Therefore, this study was performed with the aim of investigating the effect of using Logbooks on students' learning.Methods: This quasi-experimental study was performed on 25 internship nursing students. Based on a Delphi study, a clinical learning guide integrated to Logbook was designed and developed for ICU and CCU wards. Then, students were randomly assigned into two groups of control and experiment. The control group was trained through usual method and the experiment group was taught using Logbook in selected wards.Students' clinical learning was assessed considering cognitive and psychomotor domains in both groups.Results: The mean score of the experiment group in ICU ward in both cognitive and psychomotor domains was significantly higher than that of the control group. Although the experiment group's mean score in both domains in CCU ward increased compared to the control group but the difference was not significant.Conclusion: The increase in students' scores in both cognitive and psychomotor domains in ICU and CCU wards can be a motivation for applying this method in clinical education. Further studies on other educational wards are recommended in order to demonstrate the effectiveness of Logbook on nursing students' clinical learning.

Introduction: Various studies show that Log book can be also used in evaluation of medical course curriculum in clinical level in addition to evaluation of students’ achievement and their level of competencies. This article was to investigate the applicability of this new usage of Log book.Methods: Logbooks were designed by faculty members through various sessions in clinical departments in six sections of introduction, outcomes and essentials of learning, disease exposure case reports, communication skills evaluation, procedural skills learning in the morning and at the time of shift. Logbooks were filled by students and returned.Then, frequency of observed cases by students and the fields used by the departments were calculated.Results: The students had not observed 5 diseases (26%) in orthopedic Dept., 6 diseases (50%) in neurology Dept., 15diseases (68%) in infectious diseases Dept. and 1 disease (6%) in toxicology Dept. But, all diseases had been observed in ENT Dept by students. Log books in Dept. of internal medicine were so incomplete that their data were not usable. Departments of orthopedics and neurology from outpatient clinics, Department of infectious diseases from hospitalization ward, Department of toxicology from emergency had the highest usage.Discussion: If students, faculty members and residents in educational departments know well about the importance and role of Logbook and observe its function results, Logbook can be used for evaluation of educational curriculum.

Electronic Logbook is one of the most crucial enhancements regarding dynamic assessment to improve the quality and efficiency of education. Considering the efficacies of process-oriented comparing the productoriented pedagogy, one of the educational instruments to monitor the performance and provide constructive feedback for the residents undoubtedly is E-Logbook. . .

Introduction: Nowadays, with the rapid growth of information, gap between theory and practice has been increased. A new approach to solve this problem is looking beyond to Clinical teaching. In this regards, one of the main solution, ongoing assessment and evaluating the education of students Log Book processes. Therefore, this study aimed to determine the effect of booklet Logbook on learning and cognition nursing students.Method: This quasi-experimental study was done on two groups of seven people from fourth semesters of undergraduate nursing students of Guilan University of medical sciences in clinical training of heart unit, with convenience method in 2 semesters. Students were evaluated using Logbook. Finally, the students’ scores with scores obtained from traditional method were compared by using descriptive and inferential (Pearson correlation coefficient) statistics.Result: Mean and standard deviation of students score based on Logbook in clinical assessment was (17.13±1.02), it was more than student’s score in traditional method (17.03±0.85). But there was not statistically significant difference between the scores of two methods.Conclusion: Inspite of the effect of Log Book in learning by more attention to the details of the evaluation process, it is used less, Therefore to improve clinical education, it is better focus more on different workshops for students and educators involved in the clinical education, and to increase the required knowledge and skills for improving of design, that are more appropriate and practical.

Introduction: Predetermining practical educational objectives and confronting students with equal educational opportunities based on the objectives, thorough Logbook is regarded as part of their final evaluation. Investigating the manner of completing different parts of the Logbook by interns in emergency ward is the aim of this study.Methods: This descriptive cross-sectional retrospective study was performed on all Logbooks filled by interns from April 2006 to May 2007 in emergency ward of Imam Khomeini Hospital. Data was analyzed by SPSS software using descriptive statistics.Results: In total, 388 internship Logbooks were investigated which belonged to 221 male (56.96%) and 167 female (43.03%) interns. Considering all concerned activities, 75.98% of interns at least one time, 49.36% one time less than expected, and 32.25% completely performed, participated, or observed the activities expected in the ward.Conclusion: By using Logbook in emergency ward, interns could be guided in performing activities expected in the ward; but effective use of Logbook requires further familiarization of interns with Logbook as well as proper supervision on the manner of its completion. The present Logbook needs some modifications. It is recommended to design a comprehensive Logbook in order to have a uniform education throughout the entire internship course and cover all practical educational objectives.

Introduction: Although Logbook is a useful tool in learning and assessment of the student, its use in the education of undergraduate dentistry students is not well-established. The present study was conducted to assess the effect of Logbook as a study guide and an effective method for assessment of the students in the fixed prosthesis course.Methods: This quasi-experimental study was performed in Shiraz Dental School. The subjects of this study consisted of 60 students categorized into two experimental and control groups. In the control group, the students underwent the current format of Fixed Prosthesis curriculum. In the experimental group, the intervention was carried out using the Logbook. Pre and post tests were done using MCQ. The instructors and students had to evaluate the students’ daily activities. The data were analyzed using SPSS software. T-test, Paired T-test and Mann Whitney test were used for statistical analysis.Results: The Logbooks were effective in cognitive and psychomotor domain (knowledge and practice) of dental education and the mean difference between the two groups was significant (P<0.01). The use of Logbook provided a more objective evaluation and led to further student satisfaction.Conclusion: Logbook is a useful tool for teaching and learning as an interactive study guide and assessment tool. Using Logbook in dentistry education necessitates more studies to be conducted in this regard and also the revision of dental curricula.