开展一门反思性顶点课程，帮助药学博士毕业生过渡到职业生涯。
Staging a reflective capstone course to transition PharmD graduates to professional life.
作者信息
Hobson Eric H, Johnston Philip E, Spinelli Alisa J
机构信息
Belmont University College of Pharmacy, Nashville, Tennessee.
出版信息
Am J Pharm Educ. 2015 Feb 17;79(1):14. doi: 10.5688/ajpe79114.
OBJECTIVE
To develop and implement a capstone course that would allow students to reflect on their development as a professional, assess and share their achievement of the college's outcomes, complete a professional portfolio, establish a continuing professional development plan, and prepare to enter the pharmacy profession.
DESIGN
Students were required to complete a hybrid course built around 4 online and inclass projects during the final semester of the curriculum.
ASSESSMENT
Faculty used direct measures of learning, such as reading student portfolios and program outcome reflections, evaluating professional development plans, and directly observing each student in a video presentation. All projects were evaluated using standardized rubrics. Since 2012, all graduating students met the course's minimum performance requirements.
CONCLUSION
The course provided an opportunity for student-based summative evaluation, direct observation of student skills, and documentation of outcome completion as a means of evaluating readiness to enter the profession.
目的
开发并实施一门顶点课程，使学生能够反思自己作为专业人士的成长历程，评估并分享他们在学院各项成果方面的成就，完成一份专业档案袋，制定持续专业发展计划，并为进入药学专业做好准备。
设计
要求学生在课程的最后一个学期完成一门混合课程，该课程围绕4个在线和课堂项目构建。
评估
教师采用直接的学习评估方法，如阅读学生的档案袋和课程成果反思、评估专业发展计划，并在视频展示中直接观察每个学生。所有项目均使用标准化评分标准进行评估。自2012年以来，所有毕业生均达到了该课程的最低成绩要求。
结论
该课程为基于学生的总结性评估、直接观察学生技能以及记录成果完成情况提供了机会，以此作为评估进入该专业准备情况的一种方式。
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