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Implementing a Novel Software Program to Support Pharmacy Students' Reflective Practice in Scientific Research.

Cherie Lucas1, Simon Buckingham Shum2, Ming Liu2,3

  • 1University of Technology Sydney, Graduate School of Health, Sydney, Australia cherie.lucas@uts.edu.au.

American Journal of Pharmaceutical Education
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Summary

Pharmacy students found the AcaWriter web application useful for improving their research skills and confidence. This tool facilitated self and peer reflection, enhancing their overall capacity for scientific inquiry.

Keywords:
formative feedbackpharmaceutical researchpharmacy educationreflection

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Area of Science:

  • Pharmacy Education
  • Digital Learning Tools
  • Reflective Practice

Background:

  • Implementing innovative tools in pharmacy curricula is crucial for developing essential research skills.
  • Reflective thinking is a key competency for scientific research and professional development.

Purpose of the Study:

  • To evaluate pharmacy students' perceptions of the AcaWriter web application.
  • To understand how AcaWriter supports reflective thinking in scientific research within a Master of Pharmacy program.

Main Methods:

  • A qualitative approach using a focus group (n=12) was employed.
  • Focus group discussions were audio-recorded, transcribed, and thematically analyzed.
  • The Braun and Clarke framework guided the thematic analysis.

Main Results:

  • AcaWriter was perceived as easy to use, prompting reflection without judgment.
  • The tool enhanced self and peer reflection on research techniques and group dynamics.
  • Students reported benefits in research capacity, self-improvement, and confidence.

Conclusions:

  • The AcaWriter web application effectively supports students' self and peer reflection on research tasks in pharmacy education.
  • Further investigation is warranted to explore the tool's impact on academic performance and learning outcomes.