Evidence map›Paper›PMID 24558286›Full record

ReviewAmerican journal of pharmaceutical education2014

Reflective practice and its implications for pharmacy education.

Cherie Tsingos, Sinthia Bosnic-Anticevich, Lorraine Smith

Abstract readReview
PubMed Full text at PMC Publisher
In one paragraph

Review in American journal of pharmaceutical education, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 50 papers, 3 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
50citing papers in PubMed, 3 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

50 citing papers in PubMed, 3 syntheses or guidelines pooled it.

  1. Pooled it
  2. Pooled it
  3. A Model for Assessing Reflective Practices in Pharmacy Education.American journal of pharmaceutical education · 2015
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  11. MyDispense simulation in pharmacy education: a scoping review.Journal of pharmaceutical policy and practice · 2023
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4 · The record

Corrections and comments

5 · Who and what money

Authors and funding

3 authors.

Cherie TsingosFaculty of Pharmacy, The University of Sydney, Sydney, Australia.
Sinthia Bosnic-AnticevichSydney Medical School, The University of Sydney, Sydney, Australia.
Lorraine SmithFaculty of Pharmacy, The University of Sydney, Sydney, Australia.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Pharmacy students require critical-thinking and problem-solving skills to integrate theory learned in the classroom with the complexities of practice, yet many pharmacy students fall short of acquiring these skills.(1-2) Reflective practice activities encourage learning from the student's own experiences and those of others, and offer a possible solution for the integration of knowledge-based curricula with the ambiguities of practice, as well as enhance communication and collaboration within a multidisciplinary team. Although reflective practices have been embraced elsewhere in health professions education, their strengths and shortcomings need to be considered when implementing such practices into pharmacy curricula. This review provides an overview of the evolution of theories related to reflective practice, critically examines the use of reflective tools (such as portfolios and blogs), and discusses the implications of implementing reflective practices in pharmacy education.

Indexed as

Clinical CompetenceStudents, PharmacyThinkingEducation, PharmacyHumanspharmacy educationreflectionreflective learningreflective practiceself-directed learning

Identifiers

PMID24558286
PMCPMC3930242

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.