Electronic portfolios: questions, implementation, and lessons learned in a doctor of pharmacy program

Reflective Practice and Its Implications for Pharmacy Education

“…Therefore, the most appropriate reflective tools in pharmacy education are blogs and portfolios (or e-portfolios) as these allow for greater group participation and continual feedback, acknowledging the experiences of students in their respective clinical placements and sharing that experience in light of their personal perspectives, biases, approaches, and attitudes. There is limited published research on the use of portfolios (or e-portfolios) in pharmacy education 26,64,74,87 and negligible published research on the use of blogs in pharmacy. In contrast, there is extensive published research in other areas of health education such as the medical sciences, on the use of portfolios, e-portfolios, and blogs.…”

“…While reflective practice enhances the development of competent, self-directed, lifelong learning, [4][5][6][7][8] mentoring, 9 professional development 7,[10][11][12][13][14][15][16][17][18] critical evaluation, [19][20][21] and problem-solving strategies, [22][23][24] there is limited published literature on the use of reflective practice in pharmacy education or practice. 4,[24][25][26][27] Reflective practices have been used to educate doctors, nurses, physiotherapists, occupational therapists, and other allied health students in higher education, 5,19,23,[28][29][30][31][32][33] to assist in bridging the gap between theory and practice. Thus, it is unclear why pharmacy education has not embraced the use of reflective practice.…”

Impact of Instruction and Feedback on Reflective Responses during an Ambulatory Care Advanced Pharmacy Practice Experience

“…14 Commonly, the literature describes reflection activities compiled in a portfolio and some level of assessment and feedback given to students, typically in the form of a structured rubric that rates the general quality of the work. 8,13 Such summative feedback is beneficial, but more specific and routine feedback targeting the assessment of the students' reflective skills may be needed to further their development as reflective practitioners. Previous research demonstrated the feasibility of using assessment measures to rate the quality of pharmacy student reflections, but did not address methods to improve the students' reflective skills.…”

“…10 Reflection exercises have been readily implemented into doctor of pharmacy (PharmD) curricula, but challenges and questions still need to be answered regarding the effectiveness of such activities in developing reflective practitioners. [11][12][13][14] One commonly cited difficulty with these exercises is the challenge of assessing the quality and/or level of the reflection. 14 Commonly, the literature describes reflection activities compiled in a portfolio and some level of assessment and feedback given to students, typically in the form of a structured rubric that rates the general quality of the work.…”

The Effect of Reflective Activities on Reflective Thinking Ability in an Undergraduate Pharmacy Curriculum

“…Extended from these are the more technologically oriented online versions such as e-portfolios, [60][61][62][63][64][65][66][67][68] e-journals, and blogs.…”