Portfolios are an attractive addition to the veterinary curriculum because they add to the assessment of competencies, are flexible, and encourage the development of reflective and lifelong learning skills. Veterinary schools at the University of Liverpool and the University of Nottingham, UK, have both recently introduced portfolios for year 1 undergraduate students. The key difference between the two institutions is that one uses the portfolio as a summative assessment, while the other allows formative assessment only. Advantages of assessing the portfolio include engagement in the process and the ability to examine the key professional skill of reflection. Advantages of using the portfolio for formative assessment only are a facilitation of honest self-criticism and that this approach encourages students to view the portfolio as a valuable professional and personal activity. Both portfolio systems will need to be closely analyzed in order to assess these perceived advantages, and the two institutions are learning from each other's experiences. Whether or not the portfolio is summatively assessed, student and tutor training and support are essential. Feedback from these stakeholders must also be analyzed and used to support and shape the portfolios as they become a central part of both veterinary curricula.
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