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A mentor-based portfolio program to evaluate pharmacy students' self-assessment skills
Lindsay R Kalata1, Marie A Abate
1Mylan Pharmaceuticals, Inc., Morgantown, WV, USA.
American Journal of Pharmaceutical Education
|May 30, 2013
Summary
Pharmacy students improved self-assessment skills using an electronic portfolio program with mentor feedback. This digital tool effectively integrated self-assessment into the curriculum, enhancing student learning and feedback mechanisms.
Area of Science:
- Pharmacy Education
- Medical Education Technology
Background:
- Self-assessment is crucial for professional development in pharmacy.
- Integrating technology can enhance educational feedback and learning outcomes.
Purpose of the Study:
- To evaluate the effectiveness of an electronic portfolio program in developing pharmacy students' self-assessment skills.
- To assess the role of mentor feedback in the self-assessment process.
Main Methods:
- First-year (P1) and second-year (P2) pharmacy students utilized online portfolios for self-assessment of graded assignments.
- Faculty and alumni mentors evaluated student self-assessments using a rubric and provided feedback.
- Data collected from 84 P1 students, 74 P2 students, and 59 mentors during 2010-2011.
Main Results:
- Overall, students performed well with minimal resubmissions required.
- P1 students demonstrated significant improvements in self-assessment across semesters for specific questions.
- P1 students scored significantly higher than P2 students on certain self-assessment questions in Spring 2011.
- Student and mentor agreement was high regarding student effort in self-assessments.
Conclusions:
- An electronic portfolio program with internal and external mentors effectively facilitated the practice of self-assessment skills for pharmacy students.
- This system offers a valuable method for incorporating self-assessment and feedback into the pharmacy curriculum.
- The program enhanced opportunities for students to develop and refine their self-evaluation abilities.
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