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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Reflective practice and its implications for pharmacy education.

Cherie Tsingos¹, Sinthia Bosnic-Anticevich², Lorraine Smith¹

¹Faculty of Pharmacy, The University of Sydney, Sydney, Australia.

American Journal of Pharmaceutical Education

|February 22, 2014

Summary

This summary is machine-generated.

Reflective practice can help pharmacy students develop critical thinking skills by bridging classroom theory and real-world application. This review explores reflective practice theories and tools for pharmacy education.

Keywords:

pharmacy education reflection reflective learning reflective practice self-directed learning

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Area of Science:

Pharmacy Education
Health Professions Education
Reflective Practice

Background:

Pharmacy students often lack essential critical-thinking and problem-solving skills needed for practice.
Integrating theoretical knowledge with practical ambiguities remains a challenge in pharmacy curricula.
Reflective practice offers a potential method to enhance learning and skill development.

Purpose of the Study:

To review the evolution of reflective practice theories.
To critically examine reflective tools like portfolios and blogs.
To discuss the implications of implementing reflective practices in pharmacy education.

Main Methods:

Literature review of reflective practice theories.
Analysis of reflective tools used in health professions education.
Discussion of implementation strategies for pharmacy curricula.

Main Results:

Reflective practice theories have evolved significantly.
Tools such as portfolios and blogs can facilitate reflection.
Implementation requires careful consideration of strengths and weaknesses.

Conclusions:

Reflective practice is a valuable pedagogical approach for pharmacy students.
Effective integration of reflective practices can enhance critical thinking and problem-solving skills.
Further research is needed on optimizing reflective practice in pharmacy education.