A retrospective study on students’ and teachers’ perceptions of the reflective ability clinical assessment

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

A retrospective study on students’ and teachers’ perceptions of the reflective ability clinical assessment

Tsingos-Lucas, C

Bosnic-Anticevich, S Smith, L

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Publication Type:: Journal Article
Citation:: American Journal of Pharmaceutical Education, 2016, 80 (6)
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	Smith, L	en_US
dc.date.available	2015-08-27	en_US
dc.date.issued	2016-01-01	en_US
dc.identifier.citation	American Journal of Pharmaceutical Education, 2016, 80 (6)	en_US
dc.identifier.issn	0002-9459	en_US
dc.identifier.uri	http://hdl.handle.net/10453/55217
dc.description.abstract	© 2016, American Association of Colleges of Pharmacy. All rights reserved. Objective. To evaluate student and teacher perceptions of the utility of the Reflective Ability Clinical Assessment (RACA) in an undergraduate pharmacy curriculum at an Australian university. Methods. A mixed-method study comprising the administration of a 7-item student survey on a 6-point Likert-type scale and a 45-minute focus group/phone interview with teachers. Results. Student (n=199) and teaching staff respondents (n=3) provided their perceptions of the implementation of the new educational tool. Student responses showed significant positive correlations between self-directed learning, counseling skills, relevance to future practice, and performance in an oral examination. Seven key themes emerged from the teacher interviews. Conclusion. The study revealed both students and teachers perceive the RACA as an effective educational tool that may enhance skill development for future clinical practice.	en_US
dc.relation.ispartof	American Journal of Pharmaceutical Education	en_US
dc.subject.classification	Education	en_US
dc.subject.mesh	Humans	en_US
dc.subject.mesh	Retrospective Studies	en_US
dc.subject.mesh	Cohort Studies	en_US
dc.subject.mesh	Cross-Over Studies	en_US
dc.subject.mesh	Perception	en_US
dc.subject.mesh	Education, Pharmacy	en_US
dc.subject.mesh	Educational Measurement	en_US
dc.subject.mesh	Clinical Competence	en_US
dc.subject.mesh	Students, Pharmacy	en_US
dc.subject.mesh	Female	en_US
dc.subject.mesh	Male	en_US
dc.subject.mesh	Surveys and Questionnaires	en_US
dc.subject.mesh	Faculty, Pharmacy	en_US
dc.title	A retrospective study on students’ and teachers’ perceptions of the reflective ability clinical assessment	en_US
dc.type	Journal Article
utslib.citation.volume	6	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	open_access
pubs.issue	6	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 evaluate student and teacher perceptions of the utility of the Reflective Ability Clinical Assessment (RACA) in an undergraduate pharmacy curriculum at an Australian university. Methods. A mixed-method study comprising the administration of a 7-item student survey on a 6-point Likert-type scale and a 45-minute focus group/phone interview with teachers. Results. Student (n=199) and teaching staff respondents (n=3) provided their perceptions of the implementation of the new educational tool. Student responses showed significant positive correlations between self-directed learning, counseling skills, relevance to future practice, and performance in an oral examination. Seven key themes emerged from the teacher interviews. Conclusion. The study revealed both students and teachers perceive the RACA as an effective educational tool that may enhance skill development for future clinical practice.

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http://hdl.handle.net/10453/55217