Effect of an Introductory Pharmacy Practice Experience Geriatric Rotation on Pharmacy Students' Learning Outcomes: A Qualitative Study

Gavaza, Paul; Smith, Brenda M.; Adkins, Donna

doi:10.4140/tcp.n.2012.849

Cited by 14 publications

(2 citation statements)

References 9 publications

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“…27+29 A range of reflective activities related to placements have been suggested in the literature: blogs, 6,7,[29][30][31] reflective statements 29 and reflective essays. 32,33 Portfolios have also been used with healthcare students 34 and in particular with pharmacy students. [35][36][37][38] The reflective tools, reported for traditional placements of a duration of at least two weeks, move along one end of a continuum, from completely unstructured to just a minimal structure.…”

Section: Introductionmentioning

confidence: 99%

Development of a template to facilitate reflection among student pharmacists

Deslandes

Lucas

Hughes

et al. 2018

Research in Social and Administrative Pharmacy

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Section: Introductionmentioning

confidence: 99%

Development of a template to facilitate reflection among student pharmacists

Deslandes

Lucas

Hughes

et al. 2018

Research in Social and Administrative Pharmacy

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show abstract

“…For example, reflective writing as a tool to enhance reflective capacity is at the forefront of the published literature. 39 Reflective writing tools such as statements, 40,41 essays, 42,43 diaries, 44,45 logbooks, 46 portfolios [47][48][49][50][51][52][53][54] and journals [55][56][57][58][59] have been used to enhance the reflective thinking process.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Reflective Activities on Reflective Thinking Ability in an Undergraduate Pharmacy Curriculum

Lucas

Bosnic‐Anticevich

Schneider

et al. 2016

American Journal of Pharmaceutical Education

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Objective. To determine the effectiveness of integrating reflective practice activities into a secondyear undergraduate pharmacy curriculum and their impact on reflective thinking ability. Design. A cross-over design with repeated measures was employed. Newly developed reflective modules based on real hospital and community pharmacy cases were integrated into the second-year pharmacy practice curriculum. A novel strategy, the Reflective Ability Clinical Assessment (RACA), was introduced to enhance self-and peer reflection. Assessment. Student responses (n5214) to the adapted Kember et al 1 Reflective Thinking Questionnaire (RTQ) were compared before and after reflective activities were undertaken. Significant improvement in three indicators of reflective thinking was shown after students engaged in reflective activities. Conclusion. Integration of reflective activities into a pharmacy curriculum increased the reflective thinking capacity of students. Enhancing reflective thinking ability may help students make better informed decisions and clinical judgments, thus improving future practice.Keywords: pharmacy curriculum, reflective practice, reflective thinking, experimental crossover design, pharmacy teaching INTRODUCTIONReflective thinking and learning capacity is regarded as an essential attribute in the health professions to link theory with application and to address the challenges that arise in clinical practice. [2][3][4][5][6][7][8] However, evidence to support the integration of these skills and curricular innovations in health education remains largely theoretical.2 Furthermore, evidence of integration of reflective practice teaching and learning modules into curriculum is scant.Reflective practice is an umbrella term used to describe the professional strategy to constantly improve one's practice. 5 It is a cognitive process of understanding and evaluating the meaning of an experience within the context of one's previous experience, previous and existing knowledge, firmly held beliefs, and assumptions. 9,10 Through reflective practice, professionals continue to critique their skills, performance, outcomes, and behavior. It can be argued that constant critiquing of practice, upgrading skills and performance, and/or changing behavior, allows for better informed decisions and clinical judgments, 11 thus enabling improvement for future practice. 5,6,12,13 Integrating reflective practices into health education settings can enhance self-reflection 6 and fundamental reflective thinking ability.14 Integrating reflective learning activities may also assist with bridging pharmaceutical theory to the complexities of pharmacy practice. 7,10,[23][24][25][26][27][28][29][30][31][32] Subsequently, enhanced reflective thinking skills may better prepare students for the challenges that may arise in future clinical practice.Moreover, adopting reflective learning and thinking skills may enhance deep learning and develop metacognitive ability. 21 Enhancing metacognitive ability of pharmacy students can assist with imp...

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Development and implementation of a long-term care-based introductory pharmacy practice experience course

Gavaza

Adkins

Hodges

et al. 2014

Currents in Pharmacy Teaching and Learning

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Effect of an Introductory Pharmacy Practice Experience Geriatric Rotation on Pharmacy Students' Learning Outcomes: A Qualitative Study

Abstract: Many students enjoyed visiting with their nursing facility patients and developed a personal relationship with them. Students also learned many aspects as individuals and as future pharmacists.

Cited by 14 publications

References 9 publications

Development of a template to facilitate reflection among student pharmacists

Development of a template to facilitate reflection among student pharmacists

The Effect of Reflective Activities on Reflective Thinking Ability in an Undergraduate Pharmacy Curriculum

Development and implementation of a long-term care-based introductory pharmacy practice experience course

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