Pharmacy students’ perceptions of ePortfolios in pharmacy education

Lucas, C; Woulfe, J; Lonie, JM; Williams, KA; Smith, L

Pharmacy students’ perceptions of ePortfolios in pharmacy education

Lucas, C

Woulfe, J

Lonie, JM Williams, KA

Smith, L

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Publication Type:: Journal Article
Citation:: Pharmacy Education, 2019, 19 (1), pp. 162 - 170
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Lucas, C https://orcid.org/0000-0002-7857-2338	en_US
dc.contributor.author	Woulfe, J https://orcid.org/0000-0001-8643-6777	en_US
dc.contributor.author	Lonie, JM	en_US
dc.contributor.author	Williams, KA https://orcid.org/0000-0002-5094-243X	en_US
dc.contributor.author	Smith, L	en_US
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	Pharmacy Education, 2019, 19 (1), pp. 162 - 170	en_US
dc.identifier.issn	1560-2214	en_US
dc.identifier.uri	http://hdl.handle.net/10453/136949
dc.description.abstract	© 2019 FIP. All rights reserved. Aims: To investigate perceptions of an ePortfolio structure, its utility to support pharmacy student learning, development of reflective capacity, and attainment of professional competencies. Methods: Mixed-methods two-phase study: Phase 1 (Quantitative): pre- and post-use, 6-item student survey; Phase 2 (Qualitative): 45-minute student focus group. Survey (n=49, RR 82%) and focus group respondents (n=12) provided their perceptions of ePortfolios. Statistically significant findings between Week 1 and Week 14 indicated that in addition to a time consuming exercise, students perceived that the current structure of the ePortfolio did not fully support their learning; development of their reflective capacity; self-directed learning skills; and professional practice. Conclusions: Pharmacy students perceived the ePortfolio needed improvements to reach its full potential. Students indicated that maintaining an ePortfolio is a useful tool to track professional competencies, linking digital evidence and reflections. Proposed suggestions were identified for improvement that would enable them to meet curricular competencies.	en_US
dc.relation.ispartof	Pharmacy Education	en_US
dc.subject.classification	Education	en_US
dc.title	Pharmacy students’ perceptions of ePortfolios in pharmacy education	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	19	en_US
utslib.for	1115 Pharmacology and Pharmaceutical Sciences	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Graduate School of Health
pubs.organisational-group	/University of Technology Sydney/Strength - CHSP - Health Services and Practice
utslib.copyright.status	open_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	19	en_US

Abstract:

© 2019 FIP. All rights reserved. Aims: To investigate perceptions of an ePortfolio structure, its utility to support pharmacy student learning, development of reflective capacity, and attainment of professional competencies. Methods: Mixed-methods two-phase study: Phase 1 (Quantitative): pre- and post-use, 6-item student survey; Phase 2 (Qualitative): 45-minute student focus group. Survey (n=49, RR 82%) and focus group respondents (n=12) provided their perceptions of ePortfolios. Statistically significant findings between Week 1 and Week 14 indicated that in addition to a time consuming exercise, students perceived that the current structure of the ePortfolio did not fully support their learning; development of their reflective capacity; self-directed learning skills; and professional practice. Conclusions: Pharmacy students perceived the ePortfolio needed improvements to reach its full potential. Students indicated that maintaining an ePortfolio is a useful tool to track professional competencies, linking digital evidence and reflections. Proposed suggestions were identified for improvement that would enable them to meet curricular competencies.

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http://hdl.handle.net/10453/136949