ArticleAmerican journal of pharmaceutical education2015
Staging a reflective capstone course to transition PharmD graduates to professional life.
Article in American journal of pharmaceutical education, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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Who cites it
10 citing papers in PubMed.
- Preparing lifelong learners for delivering pharmaceutical care in an ever-changing world: a study of pharmacy students.BMC medical education · 2020Article
- Writing and Thinking.American journal of pharmaceutical education · 2019Article
- Implementation of a Continuing Professional Development Course in a Longitudinal Didactic Curriculum for Pharmacy Students.American journal of pharmaceutical education · 2019Article
- A Comprehensive Reflective Journal-Writing Framework for Pharmacy Students to Increase Self-Awareness and Develop Actionable Goals.American journal of pharmaceutical education · 2019Article
- The Use of Portfolios in US Pharmacy Schools.American journal of pharmaceutical education · 2018Review
- A Pharmacotherapy Capstone Course to Target Student Learning and Programmatic Curricular Assessment.American journal of pharmaceutical education · 2017Article
- Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats.American journal of pharmaceutical education · 2017Article
- A Retrospective Study on Students' and Teachers' Perceptions of the Reflective Ability Clinical Assessment.American journal of pharmaceutical education · 2016Article
- Survey of Pharmacy Schools' Approaches and Attitudes toward Curricular Integration.American journal of pharmaceutical education · 2016Article
- Making a Curricular Commitment to Continuing Professional Development in Doctor of Pharmacy Programs.American journal of pharmaceutical education · 2015Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveTo 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.
designStudents 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.
conclusionThe 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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Registered trials
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.