Use of Reflective Portfolios in Health Sciences Education

Plaza, Cecilia M.; Draugalis, Jo Laine R.; Slack, Marion; Skrepnek, Grant H.; Sauer, Karen Ann

doi:10.5688/aj710234

Cited by 63 publications

(60 citation statements)

References 32 publications

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“…4,9 Additionally, the American Society of Health System Pharmacists stated that "Pharmacists in organized health-care settings have a professional obligation to participate actively in and increase pharmacy-related and drug-related research efforts." 9 However, the opportunities for students to learn about basic research are limited. In a survey reported by Murphy, et al, 6 41.0% of surveyed Pharm.D.…”

Section: Discussionmentioning

confidence: 99%

“…Key topics were defined according to reported findings and elective research rotation supportive rationale as previously reported. [4][5][6][7][8][9][10] Thirty-five topics were chosen and each topic was sequentially numbered in order to provide differentiation. The investigators were able to obtain 15 reflections from six of the 12 student pharmacists from the Experiential Education office of the college.…”

Section: Data Collection and Evaluationmentioning

confidence: 99%

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Student Perceptions of a Basic Medical Science-focused Advanced Pharmacy Practice Experience

Odom

2015

MRAJ

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Section: Discussionmentioning

confidence: 99%

Section: Data Collection and Evaluationmentioning

confidence: 99%

Student Perceptions of a Basic Medical Science-focused Advanced Pharmacy Practice Experience

Odom

2015

MRAJ

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“…It allows the collation and integration of evidence on competence and performance from different sources to gain a comprehensive picture of everyday practice. Student faculty link is an important component in the portfolio process and can serve as a platform for discussion between students and faculty members to help theory-practice gap [19]. It is just not a logbook with learning experiences but evidence of annotated documentation of the learner's reflections regarding his or her learning.…”

Section: A Proposed Solutionmentioning

confidence: 99%

Portfolio: A Comprehensive Method of Assessment for Postgraduates in Oral and Maxillofacial Surgery

Kadagad

Kotrashetti

2012

J. Maxillofac. Oral Surg.

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Post graduate learning and assessment is an important responsibility of an academic oral and maxillofacial surgeon. The current method of assessment for post graduate training include formative evaluation in the form of seminars, case presentations, log books and infrequently conducted end of year theory exams. End of the course theory and practical examination is a summative evaluation which awards the degree to the student based on grades obtained. Oral and maxillofacial surgery is mainly a skill based specialty and deliberate practice enhances skill. But the traditional system of assessment of post graduates emphasizes their performance on the summative exam which fails to evaluate the integral picture of the student throughout the course. Emphasis on competency and holistic growth of the post graduate student during training in recent years has lead to research and evaluation of assessment methods to quantify students' progress during training. Portfolio method of assessment has been proposed as a potentially functional method for post graduate evaluation. It is defined as a collection of papers and other forms of evidence that learning has taken place. It allows the collation and integration of evidence on competence and performance from different sources to gain a comprehensive picture of everyday practice. The benefits of portfolio assessment in health professions education are twofold: it's potential to assess performance and its potential to assess outcomes, such as attitudes and professionalism that are difficult to assess using traditional instruments. This paper is an endeavor for the development of portfolio method of assessment for post graduate student in oral and maxillofacial surgery.

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“…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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Use of Reflective Portfolios in Health Sciences Education

Cited by 63 publications

References 32 publications

Student Perceptions of a Basic Medical Science-focused Advanced Pharmacy Practice Experience

Student Perceptions of a Basic Medical Science-focused Advanced Pharmacy Practice Experience

Portfolio: A Comprehensive Method of Assessment for Postgraduates in Oral and Maxillofacial Surgery

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

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