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2022-11-23
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Copyright (c) 2022 Jody L. Lounsbery, Anna Milone, Claire Fenimore, Amy L. Pittenger
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright of content published in INNOVATIONS in pharmacy belongs to the author(s).
Beginning Early: Reflective Practice Development in a Pre-health Course on Health Literacy and Health Disparities
Jody L. Lounsbery
University of Minnesota College of Pharmacy
Anna Milone
University of Minnesota College of Pharmacy
Claire Fenimore
University of Minnesota College of Pharmacy
Amy L. Pittenger
University of Minnesota College of Pharmacy
DOI: https://doi.org/10.24926/iip.v13i4.4781
Keywords: reflection, health literacy, health disparities, pre-health students, online learning
Abstract
Background: Learning reflective practices and understanding the complexity of health literacy and health disparities need to start early in health professions training. The primary objective of this inquiry was to evaluate the feasibility and effectiveness of using reflection categorization for assessing learner progression on reflective practice development. The secondary objective was to evaluate student reflection as a strategy for introducing and advancing pre-professional learners' understanding of health literacy and health disparities.
Case Description: Within an online undergraduate health literacy course, two written reflection assignments were coded using Kember’s four categories: habitual action, understanding, reflection, and critical reflection. Students received feedback based on this reflection categorization to promote development of reflective practices. However, reflections were not graded using the reflection categorization.
Case Themes: Most (78%) students were at the level of understanding for the first reflection. For the second reflection, 29% of students were at the reflection level, demonstrating health literacy application and describing the important contributing role of personal context to health outcomes. Sixteen (33%) students progressed in their level of reflection. Within the reflections, students discussed knowledge gained and plans for future application.
Conclusion: Using a structured reflection activity allowed pre-health students to begin developing reflection practices. Through reflection, students were able to describe and apply health literacy and health disparities knowledge.
