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Staging a reflective capstone course to transition PharmD graduates to professional life
Eric H Hobson1, Philip E Johnston1, Alisa J Spinelli1
1Belmont University College of Pharmacy, Nashville, Tennessee.
Objective:
To develop and implement a capstone course that would allow students to reflect on their development as a professional, assess and share their achievement of the college's outcomes, complete a professional portfolio, establish a continuing professional development plan, and prepare to enter the pharmacy profession.
Design:
Students were required to complete a hybrid course built around 4 online and inclass projects during the final semester of the curriculum.
Assessment:
Faculty used direct measures of learning, such as reading student portfolios and program outcome reflections, evaluating professional development plans, and directly observing each student in a video presentation. All projects were evaluated using standardized rubrics. Since 2012, all graduating students met the course's minimum performance requirements.
Conclusion:
The course provided an opportunity for student-based summative evaluation, direct observation of student skills, and documentation of outcome completion as a means of evaluating readiness to enter the profession.
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