New learning methods require special assessment methods, including the reflective portfolio. The Marilia School of Medicine (FAMEMA) uses the reflective portfolio as a formative assessment tool in undergraduate medical training. The current study analyzes how students perceive the portfolio in use. In this qualitative study, data were collected through focus groups and submitted to content analysis. The following themes were identified: "portfolio as a reflective area for active learning and practice;" "a tool for process and dialogical assessment;" "the biomedical imaginary and resistance to the development of a new model;" and "recognizing the need for changes." Based on the findings, the reflective portfolio contributes to medical education, but its use requires periodic adjustments.
Teaching; Assessment; Medical Education