Hokanson Kalbie, Breault Rene R, Lucas Cherie, Charrois Theresa L, Schindel Theresa J
Faculty of Pharmacy and Pharmaceutical Sciences, College of Health Sciences, University of Alberta, Edmonton, AB T6G 2H7, Canada.
Graduate School of Health, University of Technology Sydney, Sydney, NSW 2007, Australia.
Pharmacy (Basel). 2022 Feb 10;10(1):28. doi: 10.3390/pharmacy10010028.
Reflective practice is important in pharmacy education to support skill development for decision-making, critical thinking, problem-solving, and in continuing professional development and beyond. Despite the importance of reflective practice in higher education and professional practice, reflection assignments are not universally embraced by students. This project was initiated due to recent interest in the co-creation of pharmacy curriculum by students and faculty. The purpose of this project was to develop reflection assignments for pharmacy students. The principles of the analysis, design, development, implementation, evaluation (ADDIE) instructional design framework guided the development of reflection assignment templates for three focus areas: personal development, professional development, and professional identity formation. Templates included background and definitions for these specific focus areas as well as objectives, instructions, guiding questions, assessment methods, and submission requirements. A previously tested assessment rubric was adopted for reflection assignments. Development involved target audience and expert reviews and a trial implementation was held in a year 3 patient care skills course. The co-creation process enriched the experiences of students and faculty involved in it. Future co-creation projects including groups of students, formal evaluation of outcomes, and impact on the program will further support integration of reflective practice in the pharmacy curriculum.
反思性实践在药学教育中对于支持决策、批判性思维、解决问题等技能发展以及持续专业发展等方面都很重要。尽管反思性实践在高等教育和专业实践中很重要，但反思性作业并非被所有学生普遍接受。由于近期学生和教师共同参与药学课程共创受到关注，该项目得以启动。本项目的目的是为药学专业学生开发反思性作业。分析、设计、开发、实施、评估（ADDIE）教学设计框架的原则指导了针对三个重点领域的反思性作业模板的开发：个人发展、专业发展和职业身份形成。模板包括这些特定重点领域的背景和定义，以及目标、说明、指导问题、评估方法和提交要求。反思性作业采用了先前经过测试的评估标准。开发过程包括目标受众和专家评审，并在三年级患者护理技能课程中进行了试行。共创过程丰富了参与其中的学生和教师的经验。未来包括学生群体的共创项目、对成果的正式评估以及对课程的影响，将进一步支持反思性实践融入药学课程。
