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Implementing reflective professional development portfolios in pharmacy education
Umeå universitet, Medicinska fakulteten, Institutionen för farmakologi och klinisk neurovetenskap.ORCID-id: 0000-0002-0873-2519
Umeå universitet, Medicinska fakulteten, Institutionen för farmakologi och klinisk neurovetenskap.
Umeå universitet, Medicinska fakulteten, Institutionen för farmakologi och klinisk neurovetenskap. Kronans Apotek, Uppsala.
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Kemiska institutionen.
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2019 (Engelska)Ingår i: Research in Social and Administrative Pharmacy, ISSN 1551-7411, E-ISSN 1934-8150, Vol. 15, nr 12, s. E50-E50Artikel i tidskrift, Meeting abstract (Övrigt vetenskapligt) Published
Abstract [en]

Introduction: This study aims to present an implementation of reflective professional development portfolios in pharmacy programs. The overall aim with the project is to stimulate pharmacy students’ professional development. Reflection can be a way to deal with new knowledge and increase professional confidence and competence. Since the process of learning professional values, attitudes and behaviours starts early, an emphasis on students’ development is crucial.

Methods: New written reflective assignments have been introduced in about 10 different courses in the pharmacy programs at Umeå University, Sweden. Students’ level of reflection was measured (on a 6-degree level of reflection scale) to establish students’ level without any further introduction to reflective thinking and learning in the current curricula.

Results: Preliminary results show low reflection in the first introduction course in the program (mean 3.08, 22% reflective, n¼49) and the level has only slightly increased at the 6th semester (mean 3,48, 48,8% reflective, n¼66) and on the 10th semester (mean 3,5, 50% reflective, n¼46). Interrater reliability was calculated by Cohens kappa k¼0,37-0,63. Results from more courses, feasibility, and interrater reliability are going to be evaluated and calculated this spring and presented at the conference.

Conclusions: Umeå University are introducing “Reflective professional development portfolios (RPDP)” as a learning activity integrated in all theoretical courses as writing assignments combined with mentor discussions (4 occasions) and summative portfolios (2 assignments) in the pharmacy curricula. Assessments and feedback on reflective writing of portfolios are planned to occur on several occasions and different levels including level of reflection, discussions on professionalism, and content. This baseline measurement can be used to assess the suggested curricula developments.

Ort, förlag, år, upplaga, sidor
Elsevier, 2019. Vol. 15, nr 12, s. E50-E50
Nationell ämneskategori
Farmaceutiska vetenskaper
Identifikatorer
URN: urn:nbn:se:umu:diva-166807DOI: 10.1016/j.sapharm.2019.09.006ISI: 000500574500054OAI: oai:DiVA.org:umu-166807DiVA, id: diva2:1382538
Tillgänglig från: 2020-01-03 Skapad: 2020-01-03 Senast uppdaterad: 2020-01-03Bibliografiskt granskad

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Wallman, AndyGustafsson, MariaHelgesson, ElisabethNilsson Lindgren, ÅsaMattsson, Sofia

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Wallman, AndyGustafsson, MariaHelgesson, ElisabethNilsson Lindgren, ÅsaMattsson, Sofia
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Institutionen för farmakologi och klinisk neurovetenskapKemiska institutionenFarmakologi
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Research in Social and Administrative Pharmacy
Farmaceutiska vetenskaper

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