Virginia Commonwealth University School of Pharmacy, 410 N 12th Street, P.O. Box 980533, Richmond, VA 23298-0533, United States.
Curr Pharm Teach Learn. 2020 Oct;12(10):1215-1223. doi: 10.1016/j.cptl.2020.05.003. Epub 2020 Jun 21.
Creative strategies can be employed to encourage development of affective domain skills. The purpose of this article is to describe and assess the creation of a written self-reflection assignment utilizing podcasts. Educational activity and setting: Second year pharmacy students (N = 122) in a skills laboratory course completed two written reflections that asked them to: (1) examine and reflect on personal beliefs, biases, motivations and emotions that were challenged while listening to a podcast; and (2) identify knowledge, skills, and abilities of a pharmacist that may impact the situation presented in the podcast. Students chose from a list of podcasts curated by faculty and completed two 450 to 600-word reflections. Students completed a pre-post modified Questionnaire for Reflective Thinking (mQRT). A one-tailed, paired t-test was used to assess the mQRT. The post-questionnaire survey also included questions related to student perceptions of the reflections. Descriptive statistics were used to summarize student perceptions.
Out of 122 students, 116 (95.1%) completed both the pre- and post-mQRT and survey. The majority of students responded affirmatively that the reflections made them think about healthcare in a different way (91.4%) and challenged their beliefs/biases (81.9%). Students reported applying information from previous course material to the podcast concepts (75%) and vice versa (77.6%).
Assignments using podcasts are a unique way of engaging student learners. These assignments may help to assess affective educational outcomes and be a way to increase self-reflection, self-awareness, and metacognition in pharmacy students.
可以采用创造性策略来鼓励情感领域技能的发展。本文的目的是描述和评估利用播客创建书面反思作业的过程，并对其进行评估。
在技能实验室课程中，第二年的药学专业学生（N=122）完成了两项书面反思任务，要求他们：（1）审视和反思在听播客时个人信念、偏见、动机和情感受到挑战的情况；（2）确定可能影响播客中呈现的情况的药师的知识、技能和能力。学生可以从教师策划的播客列表中进行选择，并完成两项 450 到 600 字的反思。学生完成了修改后的问卷调查（mQRT）。使用单侧配对 t 检验评估 mQRT。在问卷调查中还包括了与学生对反思的看法相关的问题。使用描述性统计来总结学生的看法。
在 122 名学生中，有 116 名（95.1%）学生完成了 mQRT 和问卷调查的前测和后测。大多数学生都肯定地回答说，反思使他们以不同的方式思考医疗保健问题（91.4%），并挑战了他们的信念/偏见（81.9%）。学生报告说将先前课程材料的信息应用于播客概念（75%），反之亦然（77.6%）。
使用播客的作业是一种独特的方式，可以让学生学习者参与其中。这些作业可能有助于评估情感教育成果，并成为提高药学学生自我反思、自我意识和元认知的一种方式。
