药学专业学生对在线工具的利用情况，该工具可对反思性写作任务提供即时形成性反馈。
Pharmacy Students' Utilization of an Online Tool for Immediate Formative Feedback on Reflective Writing Tasks.
机构信息
University of Technology Sydney, Graduate School of Health-Pharmacy, Sydney, Australia.
University of Technology Sydney, Connected Intelligence Centre, Sydney, Australia.
出版信息
Am J Pharm Educ. 2019 Aug;83(6):6800. doi: 10.5688/ajpe6800.
To assess pharmacy students' perceptions of the benefits and utility of a novel online reflective-writing tool. After completing a required Academic Writing Analytics (AWA) workshop, Master of Pharmacy students submitted a reflective writing assignment in the AWA web application. A six-item survey was administered to students prior to and immediately after using AWA. Sixty students volunteered to participate in the study; however, only 39 students provided a pseudonym that allowed their pretest and posttest to be matched. A comparison of students' responses on the pretest with those on the posttest, which was administered four weeks after the workshop, suggest a noticeable increase in agreement with AWA's benefits as an effective, online tool for improving their reflective learning skills. This novel online tool has the potential to assist pharmacy students with self-critiquing and improving their reflective writing assignments prior to submission. Furthermore, as the elements of reflection are transferable, this tool has the potential to be used in other educational contexts.
评估药学专业学生对一种新型在线反思写作工具的益处和实用性的看法。在完成必修的学术写作分析（AWA）研讨会后，药学硕士学生在 AWA 网络应用程序中提交了一份反思性写作作业。在使用 AWA 之前和之后，向学生发放了一份六项调查。有 60 名学生自愿参加这项研究；然而，只有 39 名学生提供了一个匿名，允许他们的前测和后测相匹配。对学生在前测和后测中的反应进行比较，后测是在研讨会结束后四周进行的，结果表明，他们对 AWA 作为提高反思学习技能的有效在线工具的益处的认同显著增加。这种新型在线工具有可能帮助药学专业学生在提交作业之前对自己的作业进行自我批评和改进。此外，由于反思的要素是可转移的，因此该工具有可能在其他教育环境中使用。
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