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A Comprehensive Reflective Journal-Writing Framework for Pharmacy Students to Increase Self-Awareness and Develop
Jeremy A Hughes1, Anita J Cleven2, Jackson Ross2
1California Health Sciences University, College of Pharmacy, Clovis, California.
American Journal of Pharmaceutical Education
|May 9, 2019
Summary
A structured reflective journal writing (RJW) model and rubric effectively guide Doctor of Pharmacy students in setting actionable goals and identifying key learning domains. This method aids in assessing student growth across various pharmacy education experiences.
Area of Science:
- Pharmacy Education
- Reflective Practice
- Student Assessment
Background:
- Doctor of Pharmacy (PharmD) students require structured methods for developing actionable goals.
- Student portfolios are valuable tools for assessing professional development.
- Reflective journal writing (RJW) can enhance self-awareness and learning.
Purpose of the Study:
- To develop and evaluate a structured model for reflective journal writing (RJW) and a grading rubric.
- To assist PharmD students in creating actionable goals through a portfolio component.
- To assess the effectiveness of the PIE-RECAP model and its alignment with Center for the Advancement of Pharmacy Education (CAPE) domains.
Main Methods:
- A structured, eight-domain format (PIE-RECAP) was developed for RJW.
- Students identified corresponding CAPE domains within their journal entries.
- A normalized grading rubric was used, and entries were evaluated by faculty and staff across three student cohorts.
Main Results:
- Of 771 journal entries, 84% met expectations, with 16% requiring revision.
- Students identified meaningful experiences and knowledge gaps in their RJW.
- Common themes included curricular (12.7%), cocurricular (18.4%), and experiential training (68.6%).
Conclusions:
- The PIE-RECAP method effectively guides PharmD students in RJW and CAPE domain identification.
- The grading rubric facilitates evaluation of RJW entries and assessment of student growth.
- The model supports the assessment of student progress in curricular, cocurricular, and affective domains.
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