INNOVATIONS in pharmacy

Reflective Audio Note (RAN): A novel tool for enhancing reflection in pharmacy education – A case study report

Mirey Alfarah

Centre for Pharmacy, Department of Global Public Health and Primary Care, University of Bergen

https://orcid.org/0000-0003-3515-4045

Lone Holst

Centre for Pharmacy, Department of Global Public Health and Primary Care, University of Bergen

https://orcid.org/0000-0003-4775-5892

Aase Raddum

Centre for Pharmacy, Department of Clinical Science University of Bergen

https://orcid.org/0000-0001-5830-1779

DOI: https://doi.org/10.24926/iip.v17i1.7180

Keywords: audio reflective assignment, pharmacy education, teaching reflection, active learning, audio feedback, health education, experiential learning, flexible teaching

---

Abstract

Background: Reflection is an essential skill for pharmacists. Teaching reflection and fostering a meaningful reflective practice remains challenging in health education. Traditional written reflections are often perceived as time consuming and disconnected from learning. To address this, we designed and implemented the Reflective Audio Notes (RAN), a low-threshold, mobile based reflective assignment. RAN aimed to enhance immediacy, authenticity, and inclusivity in reflection across diverse pharmacy learning contexts.

Case Description: RAN was implemented in three courses at the University of Bergen’s integrated Master of Pharmacy program. Students recorded short reflections during or after placement and lab experiential activities. Educators provided formative feedback through either individual audio responses or group discussions. Data were collected through pre/post surveys and focus groups over two years (2021–2023).

Case Themes: Students described the RAN as a positive, engaging, and a time-efficient way to reflect. Speaking aloud felt more natural and personal than writing, helping them express emotions honestly. It deepened their understanding and helped them connect experiences to their future pharmacist roles. This format also reduced language barriers, allowing students with varying writing confidence to participate equally. When teachers responded, students felt heard and educators gained clearer insight into students’ feelings.

Impact: RAN improved student engagement, metacognition, and professional identity formation. For educators, it provided real-time insights into student learning and prompted interdisciplinary collaboration. Institutionally, RAN fostered a culture of inclusive, experiential learning and inspired broader application across health education. RAN demonstrates that effective reflective learning can be achieved through flexible, and human-centred pedagogical design