OBJECTIVE: To evaluate pharmacy students' perceived benefits of the portfolio process and to gather suggestions for improving the process. METHODS: A questionnaire was designed and administered to 250 first-, second-, and third-year pharmacy students at the University of Arizona College of Pharmacy. RESULTS: Although the objectives of the portfolio process were for students to understand the expected outcomes, understand the impact of extracurricular activities on attaining competencies, identify what should be learned, identify their strengths and weaknesses, and modify their approach to learning, overall students perceived the portfolio process as having less than moderate benefit. First-year students wanted more examples of portfolios while second- and third-year students suggested that more time with their advisor would be beneficial. CONCLUSIONS: The portfolio process will continue to be refined and efforts made to improve students' perceptions of the process as it is intended to develop the self-assessments skills they will need to improve their knowledge and professional skills throughout their pharmacy careers.
OBJECTIVE: To evaluate pharmacy students' perceived benefits of the portfolio process and to gather suggestions for improving the process. METHODS: A questionnaire was designed and administered to 250 first-, second-, and third-year pharmacy students at the University of Arizona College of Pharmacy. RESULTS: Although the objectives of the portfolio process were for students to understand the expected outcomes, understand the impact of extracurricular activities on attaining competencies, identify what should be learned, identify their strengths and weaknesses, and modify their approach to learning, overall students perceived the portfolio process as having less than moderate benefit. First-year students wanted more examples of portfolios while second- and third-year students suggested that more time with their advisor would be beneficial. CONCLUSIONS: The portfolio process will continue to be refined and efforts made to improve students' perceptions of the process as it is intended to develop the self-assessments skills they will need to improve their knowledge and professional skills throughout their pharmacy careers.
Authors: Cecilia M Plaza; Jolaine Reierson Draugalis; Marion K Slack; Grant H Skrepnek; Karen Ann Sauer Journal: Am J Pharm Educ Date: 2007-04-15 Impact factor: 2.047