Assessment of pharmacy studentsʼ attitudes regarding professional development portfolios: Before and after practitionersʼ roundtable discussion

Advani, Ashish; Ashworth, Laurel; Barnett, Candace W.; Miller, Susan W.; Sachdeva, Vishal

doi:10.1016/j.cptl.2014.02.001

Cited by 5 publications

(11 citation statements)

References 6 publications

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“…This indicates that students would consider using portfolios after graduation. 1 Despite the differences in portfolio models used across the studies, overall student perceptions on the portfolio use was positive. Students believed that portfolios can be useful to enhance their learning in pharmacy curricula.…”

Section: Mercer University College Of Pharmacy Implemented Practitionmentioning

confidence: 99%

“…For example, Mercer University College of Pharmacy and University of Arizona College of Pharmacy require all students to complete a paper-based or electronic portfolio each year they are enrolled in the program, 1,18 the Centre for Innovation in Practice Schools of Pharmacy and Pharmaceutical Sciences (in the UK) requires the use of a portfolio in a particular class, 12 and the University of Georgia College of Pharmacy requires the use of a portfolio in their APPEs only. 14 …”

Section: Student Perceptionsmentioning

confidence: 99%

“…Response rates on the student surveys varied by study, but ranged from 67% to 90%. 1,12,14,18 Three of the studies reviewed student perceptions on the design of the portfolio and implementation of the portfolio process. The fourth reviewed student buy-in to the portfolio process.…”

Section: Student Perceptionsmentioning

confidence: 99%

“…1,12,14,18 All of the examined studies used convenience sample surveys of students in the programs using the portfolio systems. Response rates on the student surveys varied by study, but ranged from 67% to 90%.…”

Section: Student Perceptionsmentioning

confidence: 99%

“…One that has been considered useful as a way to collect evidence of learning and encourage reflection is the academic portfolio. 1 The portfolio in a university setting typically consists of documents that demonstrate a student has engaged in personal and professional development. 2 Over the past decade, the use of portfolios has expanded from the arts, humanities, and education to health care disciplines such as medicine, nursing, and pharmacy.…”

Section: Introductionmentioning

confidence: 99%

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The Use of Portfolios in US Pharmacy Schools

Daugherty

Cumberland

2018

American Journal of Pharmaceutical Education

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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.

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Section: Mercer University College Of Pharmacy Implemented Practitionmentioning

confidence: 99%

Section: Student Perceptionsmentioning

confidence: 99%

Section: Student Perceptionsmentioning

confidence: 99%

Section: Student Perceptionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Use of Portfolios in US Pharmacy Schools

Daugherty

Cumberland

2018

American Journal of Pharmaceutical Education

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Capstone Portfolios as an Accreditation and Professional Development Tool: Early Childhood Candidates' Experience

Al-Salmi

2024

IJEC

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This study aims to investigate the perceptions of teacher candidates enrolled in an early childhood program (BEd) towards the importance of producing the capstone portfolio. The purpose of using capstone portfolios is to provide evidence that Early Childhood Education candidates (ECEC) have met international accreditation standards as stipulated by the National Association for the Education of Young Children (NAEYC) and realize the culminating development of their study in shaping the desired teacher qualities in their program of study. The perspectives of two cohorts of teacher candidates (a total of six participants) were investigated to report their views on the experience of creating capstone portfolios. Interviews and artefact analysis were used to collect data. The study revealed that Early Childhood Education candidates consolidated theory and practice through their capstone portfolios. The findings also revealed that the capstone portfolio, besides being evidence for meeting the National Association for the Education of Young Children accreditation standards, served as a means for learning and professional development. These findings show that capstone portfolios are effective not only for meeting accreditation standards but also for allowing candidates to connect the dots and fully view their overall learning as ECE professionals.

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