TY - JOUR
T1 - Concept mapping, reflective writing, and patchwork text assessment in a first-year pharmaceutical care course
AU - Hager, Keri D
AU - Kolar, Claire
AU - Janke, Kristin K
N1 - Publisher Copyright:
© 2016 Elsevier Inc.
PY - 2016/7/1
Y1 - 2016/7/1
N2 - Background: The aim of this work was to aid learner's understanding and application of the complexities of pharmaceutical care practice. Specifically, this initiative sought to design, implement, and evaluate student perceptions of and performance on a longitudinal sequence of concept mapping (CM), reflective writing (RW), and patchwork text (PT) activities in a first-year Foundations of Pharmaceutical Care (FPC) course. Educational activity: To encourage examination of the complexities of pharmaceutical care practice, three iterations of combined CM and RW (or PT) occurred throughout the semester, along with peer sharing. The sequence was evaluated by examining student work and student documentation of peer sharing, as well as a survey. The sequence was completed by 163 (99.4%) students. Satisfactory ratings were achieved on final concept mapping assignments by 97% of participants and 80% of students agreed/strongly agreed that, through re-review of work they could see that their understanding of the topic had improved over time. Critical analysis: The deliberate pairing, sequencing, and repeating of CM, RW, and critical appraisal (CA), provided instructors with a more thorough and precise understanding of student knowledge and the ability to monitor, acknowledge, and respond to student learning as it occurred over the course of a semester.
AB - Background: The aim of this work was to aid learner's understanding and application of the complexities of pharmaceutical care practice. Specifically, this initiative sought to design, implement, and evaluate student perceptions of and performance on a longitudinal sequence of concept mapping (CM), reflective writing (RW), and patchwork text (PT) activities in a first-year Foundations of Pharmaceutical Care (FPC) course. Educational activity: To encourage examination of the complexities of pharmaceutical care practice, three iterations of combined CM and RW (or PT) occurred throughout the semester, along with peer sharing. The sequence was evaluated by examining student work and student documentation of peer sharing, as well as a survey. The sequence was completed by 163 (99.4%) students. Satisfactory ratings were achieved on final concept mapping assignments by 97% of participants and 80% of students agreed/strongly agreed that, through re-review of work they could see that their understanding of the topic had improved over time. Critical analysis: The deliberate pairing, sequencing, and repeating of CM, RW, and critical appraisal (CA), provided instructors with a more thorough and precise understanding of student knowledge and the ability to monitor, acknowledge, and respond to student learning as it occurred over the course of a semester.
KW - Assessment
KW - Concept mapping
KW - Patchwork text
KW - Reflection
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U2 - 10.1016/j.cptl.2016.03.006
DO - 10.1016/j.cptl.2016.03.006
M3 - Article
AN - SCOPUS:84969580109
SN - 1877-1297
VL - 8
SP - 492
EP - 500
JO - Currents in Pharmacy Teaching and Learning
JF - Currents in Pharmacy Teaching and Learning
IS - 4
ER -