Gilliam Eric H, Brunner Jason M, Jeffres Meghan N, Nuffer Wesley, Thompson Megan E
University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences.
Innov Pharm. 2018 Apr 23;9(2):1-11. doi: 10.24926/iip.v9i2.980. eCollection 2018.
The Center for the Advancement of Pharmacy Education 2013 Affective Domain mandates students develop self-awareness of personal attributes affecting professional growth. Students should self-identify needs, create and implement goals, and evaluate success. This case study describes the qualitative and quantitative findings of an intentional reflection assignment prompting students to engage in a cycle of goal writing - monitoring - reflection - new goal writing, during an immersive clinical practice experience. A blinded review of 144 student assignments is presented in the context of a curricular review of the Reflective Practitioner Program (RPP), a longitudinal reflective thread spanning four years of professional pharmacy training. Evidence gathered in the assignment review indicates that students are sufficiently capable of establishing meaningful goals and describing why the goal is important to their professional development. In contrast, students struggle with articulating strategies for goal achievement and emotions experienced during goal monitoring. In consideration of these findings, RPP faculty identified three major themes when discussing key aspects of the RPP curricular design: 1) students need to articulate strategies for goal achievement in addition to stated aims, 2) students hesitate to identify emotions when reflecting, and 3) reflection needs to be both retrospective and prospective in nature. This case study has resulted in meaningful changes to RPP curricular design and illustrates how programs may approach assessment of the Affective Domain via common curricular elements.
药学教育促进中心2013年情感领域要求学生培养对影响职业成长的个人特质的自我认知。学生应自我识别需求、制定并实施目标，以及评估成功与否。本案例研究描述了一项有意向的反思作业的定性和定量研究结果，该作业促使学生在沉浸式临床实践体验中参与目标撰写 - 监控 - 反思 - 新目标撰写的循环过程。在对反思实践者计划（RPP）进行课程审查的背景下，呈现了对144份学生作业的盲审情况，RPP是一个贯穿四年专业药学培训的纵向反思线索。作业审查中收集的证据表明，学生有足够能力设定有意义的目标，并描述该目标对其职业发展为何重要。相比之下，学生在阐述目标实现策略以及目标监控过程中所经历的情感方面存在困难。考虑到这些发现，RPP教员在讨论RPP课程设计的关键方面时确定了三个主要主题：1）学生除了陈述目标外，还需要阐述目标实现策略；2）学生在反思时不愿识别情感；3）反思在本质上需要兼具回顾性和前瞻性。本案例研究已导致RPP课程设计发生有意义的变化，并说明了各课程如何通过常见的课程元素来进行情感领域的评估。
