The Use of Portfolios in US Pharmacy Schools

Abstract

Objective. To conduct a review of the pharmacy literature on the use of portfolios in US pharmacy schools.Findings. This study provides examples of how pharmacy schools are using portfolios in various parts and across their curricula, however, assessment/outcome data is lacking. These examples can be used as a starting point for schools as they begin to design their own use of portfolios. Overall, students indicated that the use of portfolios is important in their professional development, but significant time is needed to complete. Summary. Things to consider when implementing a portfolio system include how it will be used, who will review it, and what resources will be needed to sustain the project. It is important for schools to consider these items at the start of the process to ensure the portfolio process that is created is useful for assessing the overall programmatic or course outcomes being proposed by their use. More scholarly work needs to be published on the use of portfolios.

The academic portfolio: Validation of the learning journey

“…The need to expand the scope of a literature search to include additional disciplines in academia was also stated by Green et al [5] Medicine, radiology, midwifery, pharmacy, and dentistry are healthcare disciplines that utilize academic portfolios to track student development and competency attainment. [7][8][9][10][11] A supportive stance for the use of e-portfolios was common with comments such as "an integrative e-Portfolio experience can help students link and make meaning from various learning experiences" [12] and "findings indicated that learning portfolio practice can enhance the nature of the learning experience by providing students with a personal space to evaluate their own learning, to process their thoughts and experience and to document their lives and learning in an authentic and meaningful way". [13] Similar to the skills nurses need to develop, pharmaceutical standards require demonstration of "problem solving, educating different audiences, patient advocacy, interprofessional collaboration, cultural sensitivity, communication, leadership, innovation/entrepreneurship, and professionalism" which Daugherty and Cumberland propose are best suited for expression "via reflective portfolios".…”

“…[13] Similar to the skills nurses need to develop, pharmaceutical standards require demonstration of "problem solving, educating different audiences, patient advocacy, interprofessional collaboration, cultural sensitivity, communication, leadership, innovation/entrepreneurship, and professionalism" which Daugherty and Cumberland propose are best suited for expression "via reflective portfolios". [11] 1.3.1 Benefits of academic portfolios Bhargava et al [7] spoke to an increased utilization of portfolios in both academic and employment settings. Gadbury-Amyot et al [9] saw a positive correlation between student portfolio quality and grade point average among dental hygiene students.…”

“…[10] Portfolios have helped pharmaceutical students assess needed measures for accreditation standards. [11] The benefits of portfolios use are provided in Table 1 in section 1.3.1. The categories demonstrate the mutually beneficial outcomes achievable by students, schools of nursing, and eventually the professional nurse administrator with a well-planned academic portfolio program.…”

“… Identification of student gaps in: o understanding [5,9,11] o experience [4,5] o goal attainment [5,6,8,14] o preparedness [9]  Demonstration of: o the link between practice and theory [9,14] o newly attained knowledge through personal reflection [4,5,8,9,11,14] o student strengths [9,11] o skill development [9] o competency attainment [5,6,9,14] o the use of literature to support professional growth 6  Assessment of: o students' critical thinking skills [5,9,11,13] o presence of ethical reasoning [9] o students' self-assessment [3,4,9,10,11]  Improvements in: o self-learning [5,9,12] o relationships between students and mentors [9]  Promotion of: o accountability [4,5] o autonomy [5]  Provision for additional learning through formative portfolio feedback [5,8,9,14]…”

“…Table 2. Challenges to academic portfolio use Student Challenges Institutional Challenges  Time to develop the portfolio *♢ [6,9,11,14]  Time to grade the portfolio *♢ [5,9]  The bulkiness to organize a paper portfolio [4,6]  The provision of meaningful feedback [5]  The need to document synthesis of knowledge shortly after it is attained so its recognition is not lost *♢ [6]  Having students write "what you want to hear" versus a true reflection of their learning [5]  Struggles to organize the portfolio contents *♢ [8]  Maintenance of the following: o HIPAA guidelines [5,9] o Academic integrity [8,9]  An understanding of what demonstrates competency *♢ [4,5,9]  Getting students to own the process of finishing the portfolio *♢ [5,9]  Ensure student efforts are worth the work [5]  Making appropriate accommodations for students with writing learning disabilities [5]  A lack of the following:…”