Assessing a Longitudinal Reflection Curriculum: A Case Study Of Student Self-Awareness Expressed Through Rotation Goal Achievement

Gilliam, Eric; Brunner, Jason M.; Jeffres, Meghan N.; Nuffer, Wesley; Thompson, Michael

doi:10.24926/iip.v9i2.980

Cited by 6 publications

(3 citation statements)

References 18 publications

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“…To increase self-reflection skill, Gilliam and colleagues have stressed that introducing in the first professional year a longitudinal reflective curriculum with strong emphasis on self-directed goal setting will result in greater achievement of the self-awareness domain over time. 17 Such a process was not in place, and heeding this advice, the IDEA structured self-reflection format is now included within our IPPE sequence as one step toward creating a longitudinal reflective pre-APPE curriculum. Additionally, King and colleagues found that while pharmacy students do find value in critical reflective writing, only 42% of students found critical reflection to have at least an appreciable or significant impact on professional development, posing the challenge of how to better engage students in the reflective process.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, an assessment of interrater reliability within our evaluation process for our four EE faculty involved in the grading was lacking, which is a study limitation that may have slight impact on the rubric grading. To increase self‐reflection skill, Gilliam and colleagues have stressed that introducing in the first professional year a longitudinal reflective curriculum with strong emphasis on self‐directed goal setting will result in greater achievement of the self‐awareness domain over time 17 . Such a process was not in place, and heeding this advice, the IDEA structured self‐reflection format is now included within our IPPE sequence as one step toward creating a longitudinal reflective pre‐APPE curriculum.…”

Section: Discussionmentioning

confidence: 99%

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A structured self‐reflection approach to improve reflection quality and assessment of advanced pharmacy practice experience professionalization

Briceland

Tackes

Veselov

2021

J Am Coll Clin Pharm

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Introduction: Advanced Pharmacy Practice Experiences (APPEs) provide ample opportunity for students to acclimate into pharmacy roles and experience professionalization through authentic practice. A structured APPE self-reflection process improvement was implemented to assist students in writing higher quality reflections, and to better capture themes of student professionalization.Objectives: The purpose of this paper was to describe experience with the structured self-reflection format and (a) determine the most impactful APPE professionalization themes derived from student self-categorization; and (b) analyze self-reflections for inclusion of actionable professional development plans.Methods: A four-step structured APPE self-reflection format, abbreviated IDEA (Identify, Describe, Evaluate, and Actionable Plan), was created to standardize the reflection process. For each APPE, students (N = 211) completed the IDEA by selecting a theme of professionalization impact (from 15 predetermined choices) and crafting a self-reflection. For the APPE annual cycle, themes of professionalization impact were compiled and grouped into overarching categories spanning development in practice or communication skills, student professional development, and collaborative teamwork. A rubric was developed for faculty to evaluate levels of reflection with a goal of critical reflection (evidence of transformative behavior or perspectives) described in actionable professional development plans.Results: Two hundred eleven students completed 1473 IDEA self-reflections (6.9 per student). All 15 themes of impact were selected for self-reflection, with "practice skills development/experiencing new curricular discipline" being most prevalent. Critical reflection was attained in 968 (65.7%) of reflections. A decline in criticality over time was noted, with the first six APPE modules averaging 73% and dropping to 54% and 34% in the final two modules, respectively. Conclusion:The IDEA structured APPE self-reflection enables students to readily identify professionalization themes and reflect upon their impact. Two-thirds of reflections indicated actionable professional development plans, indicative of professionalization and transformative learning.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A structured self‐reflection approach to improve reflection quality and assessment of advanced pharmacy practice experience professionalization

Briceland

Tackes

Veselov

2021

J Am Coll Clin Pharm

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“…20 Stories are less than five minutes in duration and are told from memory without the aid of notes or prompts, a format similar to community-based storytelling events featured on The Moth Radio Hour and USA Today Network's Storytellers Project. 20,21 Story Slam serves as an introduction to the school's Reflective Practitioner Program, which engages students, individually and in peer groups, in mentored self-reflection through various modalities over the four-year curriculum. 22 As such, a formal assessment of student reflections presented during Story Slam is not conducted.…”

Section: Introductionmentioning

confidence: 99%

Cultivating a Culture of Reflection Among Pharmacy Students Through Storytelling

Gilliam

Brunner

Bolan

et al. 2020

American Journal of Pharmaceutical Education

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Objective. To hold a storytelling event and assess its effect on Doctor of Pharmacy (PharmD) students' perspectives on and attitudes toward reflection. Methods. Story Slam, a four-hour storytelling competition, was incorporated into the spring semester of the first professional year of a PharmD program. The event featured short first-person stories told by faculty members as well as students. Students were invited to participate in a pre-and post-intervention survey and focus group. An inductive qualitative analysis of the resulting data was conducted using textual and audio artifacts. Results. All 136 first professional year (P1) students participated in the 2019 Story Slam. Eleven students submitted qualitative pre-and post-intervention survey instruments and participated in a semi-structured recorded focus group. Thematic analysis revealed nine themes. Students' perspectives regarding the importance of self-reflection changed after participating in Story Slam, with students expressing a greater willingness to engage in self-reflection in the context of professional practice following the event. Students believed Story Slam created an environment conducive to reflection and engagement, resulting in strengthened relationships with peers and faculty members. Students expressed feeling a wide range of emotions as they shared their story and listened to the stories of others. Conclusion.Story Slam is an effective strategy for introducing P1 students to reflection, while also strengthening the school's reflective culture. Additionally, sharing stories may foster positive relationships and cultivate trust and respect between students and faculty members.

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Perspectives of Professionalism, Self-Awareness, Leadership, and Innovation and Entrepreneurship From Experiential Education Preceptors

Murry

Witry

et al. 2023

American Journal of Pharmaceutical Education

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Assessing a Longitudinal Reflection Curriculum: A Case Study Of Student Self-Awareness Expressed Through Rotation Goal Achievement

Abstract: Abstract

Cited by 6 publications

References 18 publications

A structured self‐reflection approach to improve reflection quality and assessment of advanced pharmacy practice experience professionalization

A structured self‐reflection approach to improve reflection quality and assessment of advanced pharmacy practice experience professionalization

Cultivating a Culture of Reflection Among Pharmacy Students Through Storytelling

Perspectives of Professionalism, Self-Awareness, Leadership, and Innovation and Entrepreneurship From Experiential Education Preceptors

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