Tsingos Cherie, Bosnic-Anticevich Sinthia, Smith Lorraine
Faculty of Pharmacy, The University of Sydney, Sydney, Australia.
Sydney Medical School, The University of Sydney, Sydney, Australia.
Am J Pharm Educ. 2014 Feb 12;78(1):18. doi: 10.5688/ajpe78118.
Pharmacy students require critical-thinking and problem-solving skills to integrate theory learned in the classroom with the complexities of practice, yet many pharmacy students fall short of acquiring these skills.(1-2) Reflective practice activities encourage learning from the student's own experiences and those of others, and offer a possible solution for the integration of knowledge-based curricula with the ambiguities of practice, as well as enhance communication and collaboration within a multidisciplinary team. Although reflective practices have been embraced elsewhere in health professions education, their strengths and shortcomings need to be considered when implementing such practices into pharmacy curricula. This review provides an overview of the evolution of theories related to reflective practice, critically examines the use of reflective tools (such as portfolios and blogs), and discusses the implications of implementing reflective practices in pharmacy education.
药学专业学生需要具备批判性思维和解决问题的能力，以便将课堂上学到的理论与复杂的实践相结合，但许多药学专业学生缺乏这些技能。（1-2）反思性实践活动鼓励学生从自身经历和他人经历中学习，并为将基于知识的课程与实践中的不确定性相结合提供了一种可能的解决方案，同时还能加强多学科团队内部的沟通与协作。尽管反思性实践在其他卫生专业教育中已被采用，但在将其纳入药学课程时，需要考虑其优点和缺点。本综述概述了与反思性实践相关的理论演变，批判性地审视了反思性工具（如档案袋和博客）的使用，并讨论了在药学教育中实施反思性实践的意义。
