Using Formative Feedback to Teach Pharmacy Students to Write Critical Self-Reflections

• In Event: 56.082 - Poster Session 12
  In Poster Session: 56.082-8 - Poster Session: Education and Assessment in the Professions

Abstract

Critical thinking for pharmacy students is an essential skill for when they become practising pharmacists. According to Morrow (2014), critical reflections help to develop critical thinking. We conducted a study with first and third year pharmacy students to improve their critical self-reflective skills. Students wrote four self-reflections in an electronic portfolio over two semesters. They were given formative feedback after the second, third, and fourth self-reflections, but no feedback between the first and second reflections. Student learning was determined through quantitative analysis using a rating scale for seven components of the reflections. Students improved from their first to fourth self-reflections in all components. Qualitative analysis revealed that many students valued the formative feedback and thought it improved their learning.

Authors

• Beverly Ann Fitzpatrick, Memorial University

• Henry W. Schulz, Memorial University