ArticleAmerican journal of pharmaceutical education2016
Qualitative Analysis of Written Reflections during a Teaching Certificate Program.
Article in American journal of pharmaceutical education, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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Who cites it
6 citing papers in PubMed.
- Understanding of 'generalist medical practice' in South African medical schools.African journal of primary health care & family medicine · 2024Article
- Development and introduction of a communication skills module for postgraduate students of ophthalmology.Indian journal of ophthalmology · 2019Article
- Student Pharmacists' Use of Patient-Centered Communication Skills During an Introductory Pharmacy Practice Experience.American journal of pharmaceutical education · 2019Article
- The Selfie Generation and Pharmacy Education.American journal of pharmaceutical education · 2017Article
- Strategies for Improving Learner Metacognition in Health Professional Education.American journal of pharmaceutical education · 2017Review
- Emphasizing Bloom's Affective Domain to Reduce Pharmacy Students' Stigmatizing Attitudes.American journal of pharmaceutical education · 2017Article
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveTo evaluate the success of a teaching certificate program by qualitatively evaluating the content and extent of participants' reflections.
methodsTwo investigators independently identified themes within midpoint and final reflection essays across six program years. Each essay was evaluated to determine the extent of reflection in prompted teaching-related topic areas (strengths, weaknesses, assessment, feedback).
resultsTwenty-eight themes were identified within 132 essays. Common themes encompassed content delivery, student assessment, personal successes, and challenges encountered. Deep reflection was exhibited, with 48% of essays achieving the highest level of critical reflection. Extent of reflection trended higher from midpoint to final essays, with significant increases in the strengths and feedback areas.
conclusionThe teaching certificate program fostered critical reflection and self-reported positive behavior change in teaching, thus providing a high-quality professional development opportunity. Such programs should strongly consider emphasizing critical reflection through required reflective exercises at multiple points within program curricula.
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Registered trials
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