Amber E King1, Andrea S Joseph2, Elena M Umland3. 1. Jefferson College of Pharmacy, Thomas Jefferson University, 901 Walnut Street, Suite 901, Philadelphia, PA 19107, United States. Electronic address: Amber.king@jefferson.edu. 2. Jefferson College of Pharmacy, Thomas Jefferson University, 901 Walnut Street, Suite 901, Philadelphia, PA 19107, United States. Electronic address: Andrea.Joseph@jefferson.edu. 3. Jefferson College of Pharmacy, Thomas Jefferson University, 901 Walnut Street, Suite 901, Philadelphia, PA 19107, United States. Electronic address: Elena.umland@jefferson.edu.
Abstract
INTRODUCTION: To assess student perceptions regarding the impact and value of incorporating written reflection across a pharmacy curriculum. METHODS: Throughout the first three years of the pharmacy curriculum, students use the "What, So What, Now What" format to write 18 reflections within five didactic and six experiential courses. For the 93 students in the class of 2015, individual course evaluation questions measuring perceptions of the impact of reflective writing on their achievement of curricular outcomes were analyzed. Student perceptions of reflective writing's value and impact on their professional development were obtained via a survey administered to the class of 2015 after their third professional year. RESULTS: Students identified reflection (100%) and written reflection (98%) as having some degree of importance to their professional development. However, only 42% of students felt that reflective writing had an appreciable or significant impact on their professional development. Most students indicated that reflective writing had a positive impact on their sensitivity to specific patient populations, ethical behavior, interpersonal skills, and ability to provide patient-centered, interprofessional care. CONCLUSION: This study found that most students found some value in reflective writing, felt that reflective writing positively impacted their self-awareness and professional behaviors, and were able to identify benefits of the reflective writing program.
INTRODUCTION: To assess student perceptions regarding the impact and value of incorporating written reflection across a pharmacy curriculum. METHODS: Throughout the first three years of the pharmacy curriculum, students use the "What, So What, Now What" format to write 18 reflections within five didactic and six experiential courses. For the 93 students in the class of 2015, individual course evaluation questions measuring perceptions of the impact of reflective writing on their achievement of curricular outcomes were analyzed. Student perceptions of reflective writing's value and impact on their professional development were obtained via a survey administered to the class of 2015 after their third professional year. RESULTS: Students identified reflection (100%) and written reflection (98%) as having some degree of importance to their professional development. However, only 42% of students felt that reflective writing had an appreciable or significant impact on their professional development. Most students indicated that reflective writing had a positive impact on their sensitivity to specific patient populations, ethical behavior, interpersonal skills, and ability to provide patient-centered, interprofessional care. CONCLUSION: This study found that most students found some value in reflective writing, felt that reflective writing positively impacted their self-awareness and professional behaviors, and were able to identify benefits of the reflective writing program.