The Effectiveness of Electronic Portfolios and Digital Logbooks in Community-Based Interprofessional Education: A Systematic Review
DOI:
https://doi.org/10.22437/proca.v2i3.59994Keywords:
Electronic Portfolio, Digital Logbook, Interprofessional Education, Community-Based Education, Systematic ReviewAbstract
Background: Community-based Interprofessional Education (IPE) is critical for preparing health profession students for collaborative primary healthcare delivery. However, evaluating collaborative competencies in decentralized community settings presents significant logistical and pedagogical challenges. Electronic portfolios (e-portfolios) and digital logbooks have emerged as pivotal tools to support real-time documentation and assessment. Objective: This systematic review aims to evaluate the effectiveness of e-portfolios and digital logbooks in enhancing collaborative competencies and learning outcomes among health profession students in community-based IPE. Method: A systematic search was conducted across Scopus, PubMed, and Taylor & Francis databases following PRISMA 2020 guidelines for studies published between 2016 and 2026. Studies assessing digital logbooks, e-portfolios, or mobile applications in community-based or primary health care IPE interventions were included. Educational outcomes were categorized using Kirkpatrick’s model of educational evaluation. Methodological quality was critically appraised using the relevant Joanna Briggs Institute (JBI) Critical Appraisal Tools. Result: A total of 20 studies met the inclusion criteria. Synthesis of the evidence demonstrated that digital logbooks and e-portfolios significantly enhanced students' reflective practice, interprofessional communication, and role clarification (Kirkpatrick Level 2a/2b). Features such as real-time activity logging, embedded rubric assessments, and dynamic feedback loops facilitated timely mentorship from clinical preceptors in community settings. Conclusion: Electronic portfolios and digital logbooks are highly effective instruments for tracking and fostering collaborative competencies in community-based IPE. Integrating user-friendly mobile interfaces with structured reflective frameworks is essential for optimizing digitalization and quality assurance in health professions education.
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Copyright (c) 2026 Amelia Dwi Fitri, Herlambang Herlambang, Andi Subandi, Anggelia Puspasari, Erny Kusdiyah, Wahyu Indah Dewi Aurora

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