Introduction:

The use of a portfolio for learning and evaluation has emerged in recent years, as a tool for training processes in the new and renewed vision of teaching, developmental learning and educational evaluation.

Objective:

Describe regularities and tendencies in the portfolio assessment process used in the Medicine career at the Facultad de Ciencias Médicas "Dr. Ernesto Guevara de la Serna", Pinar del Río, Cuba, between January 2021 and July 2021.

Method:

A descriptive and cross-sectional study was carried out, using theoretical, empirical and statistical methods, in which 60 professor from the over mentioned Faculty of Medicine were selected as universe and sample. Normative documents related to the evaluation process of medical subjects were analyzed, especially, the portfolio assessment, as well as the opinion expressed by professors concerning this evaluation modality.

Results:

The cognitive-procedural dimension was considered low taking into account that most of the indicators were evaluated as low, due to the difficulties presented with respect to the mastery of knowledge, skills and advantages of the aim proposed in the research.

Conclusions:

In this case, the use of the portfolio assessment as a formative process in terms of in students’ achievements and learning process and in terms of result from the instructional, educational and interdisciplinary aspects, shows insufficiencies. Therefore, it is necessary to understand that the use of this tool constitutes for the professors a means of teaching and for the students a resource for learning by building.

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