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Background: A portfolio is a compilation of academic work that demonstrates student's knowledge, reflection and critical thinking. Aim: To describe the development and implementation of an undergraduate portfolio in the School of Medicine at the Pontificia Universidad Católica de Chile, its temporal evolution and its educational impact after 10 years of experience. Material and Methods: The development and implementation of a portfolio for 4th-year undergraduate medical student was analyzed. Its design, teaching and learning methodologies, results and perceptions of students and teachers were assessed. The educational impact was measured using Kirkpatrick's levels. Results: A total of 1,320 students participated between 2007 and 2017, supported by six teachers and 190 assistant-students. The portfolio included clinical cases, narrative medicine, palliative care and evidence-based medicine (EBM). The overall student's perception was positive, highlighting the development of critical analysis, clinical reasoning and professionalism. The delivery of feedback and learning assessment, allowed students to obtain excellent grades. There were only two cases of plagiarism reported. Fifteen EBM articles and two books with 52 narrative medicine essays were published. The greatest organizational impact of this teaching innovation, was that it evolved to become an established and continuous assessment instrument in 10 consecutive years. Conclusions: This portfolio is a project with a high educational impact, with a favorable perception by students and tutors, excellent results related to grades, stimulating both scientific writing and reflective practice.

El objetivo principal de la investigación fue determinar el efecto de los múltiples roles y un tipo de descripción pre contacto – función instruccional- de tipo Genérica Pertinente GP sobre la descripción pos-contacto –formulación de reglas– a partir de la conceptualización de la teoría interconductista sobre dicho fenómeno, en una muestra de 20 personas, hombres y mujeres con edades entre 18 a 42 años; a quienes se les aplicó una tarea de igualación de la muestra de primer orden; Se utilizó un diseño experimental ABA (Castro, 1977). Para la realización del experimento se dividió la muestra en 4 grupos, cada Grupo compartió la misma cantidad de roles y fueron expuestos al mismo número de ensayos; se halló como resultado que el G2 y G4 mostraron un incremento proporcional en cada Fase, pero el G3 y G4 presento mayor porcentaje de aciertos en la Fase pos-prueba, el G1 presento menos porcentajes de aciertos, en comparación con los demás Grupos en la Fase B de entrenamiento y pos-prueba; sin embargo, fue el único Grupo que presentó ausencia de aprendizaje y falta de relación de los EM y EC. A partir de estos hallazgos se pudo concluir que las personas con mayor cantidad de roles, presentan mayor dificultad en la abstracción de elementos, que no permiten ejecutar la tarea con una alta cualidad y precisión; y los participantes con menores exigencias del medio como tener menores roles, presentaron mayor atención en el contenido de la instrucción (descripción pre contacto de tipo GP), lo que permitió y facilitó la adquisición y el mantenimiento de la conducta en la Fase de pos- prueba, superando el criterio de efectividad en términos de aciertos. The main objective of the research was to determine the effect of the multiple roles and a type of description prior to the work - instructional function - of the Generic Pertinent GP type on the description of the information-contact-classification of rules-from the conceptualization of the inter-behavioral theory on this phenomenon, in a sample of 20 people, men and women with ages between 18 and 42 years; to whom an equalization task of the first order sample was applied; An ABA experimental design was used (Castro, 1977). To carry out the study, the sample was divided into 4 groups, each of them shared the same number of roles and was exposed to the same number of trials; it was found that G2 and G4 showed a proportional increase in each phase, but G3 and G4 presented the highest percentage of products in the post-test phase, the G1 presented fewer percentages of products, in comparison with the other groups in Phase B of training and post-testing; however, it was the on y Group that showed lack of learning and lack of relationship with MS and CE. From these findings it can be concluded that people with more roles, greater difficulty in the abstraction of elements, that do not allow to execute the task with a high quality and precision; and the participants with less demands of the medium as secondary roles, the greater attention in the content of the instruction (description prior to the GP type), which allows and facilitates the acquisition and maintenance of the behavior in the post-test phase, exceeding the criterion of effectiveness in terms of successes. Psicólogo Pregrado