The effect of reflective activities on reflective thinking ability in an undergraduate pharmacy curriculum

Tsingos-Lucas, C; Bosnic-Anticevich, S; Schneider, CR; Smith, L

The effect of reflective activities on reflective thinking ability in an undergraduate pharmacy curriculum

Tsingos-Lucas, C

Bosnic-Anticevich, S Schneider, CR Smith, L

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Publication Type:: Journal Article
Citation:: American Journal of Pharmaceutical Education, 2016, 80 (4)
Issue Date:: 2016-01-01

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Field	Value	Language
dc.contributor.author	Tsingos-Lucas, C https://orcid.org/0000-0002-7857-2338	en_US
dc.contributor.author	Bosnic-Anticevich, S	en_US
dc.contributor.author	Schneider, CR	en_US
dc.contributor.author	Smith, L	en_US
dc.date.available	2015-04-23	en_US
dc.date.issued	2016-01-01	en_US
dc.identifier.citation	American Journal of Pharmaceutical Education, 2016, 80 (4)	en_US
dc.identifier.issn	0002-9459	en_US
dc.identifier.uri	http://hdl.handle.net/10453/44055
dc.description.abstract	© 2016, American Association of Colleges of Pharmacy. All rights reserved. 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 al1 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.	en_US
dc.relation.ispartof	American Journal of Pharmaceutical Education	en_US
dc.relation.isbasedon	10.5688/ajpe80465	en_US
dc.subject.classification	Education	en_US
dc.subject.mesh	Humans	en_US
dc.subject.mesh	Cross-Over Studies	en_US
dc.subject.mesh	Thinking	en_US
dc.subject.mesh	Curriculum	en_US
dc.subject.mesh	Education, Pharmacy	en_US
dc.subject.mesh	Students, Pharmacy	en_US
dc.subject.mesh	Teaching	en_US
dc.subject.mesh	Surveys and Questionnaires	en_US
dc.title	The effect of reflective activities on reflective thinking ability in an undergraduate pharmacy curriculum	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	80	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1115 Pharmacology and Pharmaceutical Sciences	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
utslib.copyright.status	closed_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	80	en_US

Abstract:

© 2016, American Association of Colleges of Pharmacy. All rights reserved. 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 al1 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.

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http://hdl.handle.net/10453/44055