Reflective Practice and Its Implications for Pharmacy Education

Tsingos, Cherie; Bosnic‐Anticevich, Sinthia; Smith, Lorraine

doi:10.5688/ajpe78118

Cited by 118 publications

(123 citation statements)

References 75 publications

(98 reference statements)

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“…For example, educators have routinely used reflective practice in an attempt to improve student's critical thinking and problem skills. 100,101 This manuscript, however, is primarily concerned with efficacy of reflecting on one's attitudes and motivations as a way to decrease self-biases.…”

Section: A J P Ementioning

confidence: 99%

The Social Psychology of Biased Self-Assessment

Karpen

2018

American Journal of Pharmaceutical Education

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While the accreditation standards of most health-related disciplines emphasize the importance of selfawareness and accurate self-assessment, decades of social psychological research suggests that these standards will be difficult to attain. Indeed, a host of sub-conscious cognitive processes conspire to ensure that self-assessments are unjustifiably charitable. The review describes said cognitive processes, discusses the most common manifestations of biased self-assessment, and offers guidance on interventions. The review's overarching theme; however, is that because self-enhancement is so deeply engrained, it will be impossible to eradicate at a global level. The most effective interventions may be those that help students to function in spite of imperfect self-knowledge.Keywords: self, self-awareness, self-assessment, self-knowledge, bias, psychology Unbiased self-knowledge seems critical for professionals who routinely make life and health altering decisions.1-5 Indeed, Standard 4.1 of the Standards 2016 and Domain 4 of CAPE addresses it directly: The graduate is able to examine and reflect on personal, knowledge, skills, abilities, beliefs, biases, motivation, and emotions that could enhance or limit personal growth. Several lines of research in clinical education, however, suggest that both students' and clinicians' self-knowledge is often biased. 6-14The goal of this manuscript is to demonstrate that completely unbiased self-knowledge is neither attainable nor desirable, because bias is deeply engrained, and because the mechanisms that cause bias occur below awareness. 15 Consequently, the manuscript also argues that interventions that help students Consequences of Biased Self-AssessmentBefore entertaining solutions to a problem, one should assess its extent; hence, the manuscript reviews common situations in with peoples' estimates of their character, abilities, or future prospects are more optimistic than reality warrants. The manifestations include, the better than average effect, low correlations between ability estimates and actual performance, and One of the most common manifestations of biased self-knowledge is low correlations between ability estimates and actual performance. For example, only seven out of twenty papers in a meta-analysis of practicing physicians' self-assessment accuracy reported a moderate positive correlation between physicians' self-assessment and their performance; the remaining papers reported either non-significant or negative correlations. Like knowledge of one's abilities, knowledge of one's traits is imperfect. 21 The Big Five personality inventory-an instrument that classifies respondents in terms of openness, conscientiousness, extraversion, agreeableness, and neuroticism-only correlates with related behaviors at 0.34 when the behaviors are performed in a lab 22 and 0.27 when the behaviors are performed outside of a lab. 23 In one of the most thorough investigations of the relationship between self-reports and behavior, researchers asked participants to wear an...

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Section: A J P Ementioning

confidence: 99%

The Social Psychology of Biased Self-Assessment

Karpen

2018

American Journal of Pharmaceutical Education

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“…1,6 One way to develop as a professional successful in such scenarios is to practice as a reflective practitioner. 1,14 Reflective practices have been a focus for the training of other health care professionals and only more recently have become a key component in the curriculum for pharmacy students. 10 One cited shortcoming of the current use of reflection activities in pharmacy curricula is the challenge of assessment.…”

Section: Discussionmentioning

confidence: 99%

“…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.…”

Section: Introductionmentioning

confidence: 99%

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

Teply

Spangler

Klug

et al. 2016

American Journal of Pharmaceutical Education

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Objective. To investigate whether instruction and feedback on reflective responses are beneficial in developing pharmacy students to become more reflective practitioners. Methods. Students on an advanced pharmacy practice experience answered weekly reflection questions and were randomly assigned to either an intervention (received instruction and feedback on reflection) or control group. The final week's responses were de-identified and two blinded faculty members independently categorized them as reflective or nonreflective. The primary outcome measure was comparing the number of "reflective" responses in each group. Results. The responses were classified as reflective in 83.3% of students in the intervention group (n518) compared to 37.5% of the control group (n516). The odds that the response was categorized as reflective were 8.3 times higher in the intervention group. Conclusion. Providing instruction and feedback to students improved the likelihood that their work was reflective.

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“…While the affective domain may be a recent addition to pharmacy education standards, the integration of reflective practice into professional development has been established in the health professions education literature, including pharmacy. [2][3][4][5][6] The revised CAPE outcomes echo the established philosophy that engaging in critical reflection is important to health care practitioners, who must adapt to a changing work environment while maintaining their individual expertise. Many aspects and terms associated with reflection and reflective practitioners have been offered in the literature.…”

Section: Introductionmentioning

confidence: 96%

“…Many aspects and terms associated with reflection and reflective practitioners have been offered in the literature. [4][5] Evidence suggests reflective practice may improve problem solving skills, critical thinking, professional life-long learning, and possibly reduce errors in judgment and clinical decisions. 3,7 Reflection is also a key aspect of the continuous professional development (CPD) cycle, which has been Corresponding author: Eric H. Gilliam, PharmD University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences Email: Eric.Gilliam@ucdenver.edu; Phone: 303-724-8327 employed to aid in practitioner development at all levels of pharmacy training.…”

Section: Introductionmentioning

confidence: 99%