Assessing a Longitudinal Reflection Curriculum: A Case Study Of Student Self-Awareness Expressed Through Rotation Goal Achievement

  • Eric Gilliam University of Colorado, Denver
  • Jason M. Brunner University of Colorado Skaggs Schoolf of Pharmcy and Pharmaceutical Sciences
  • Meghan N. Jeffres University of Colorado Skaggs Schoolf of Pharmcy and Pharmaceutical Sciences
  • Wesley Nuffer University of Colorado, Denver
  • Megan Thompson University of Colorado, Denver
Keywords: Experiental Education, Affective Domain, Reflection


The Center for the Advancement of Pharmacy Education 2013 Affective Domain mandates students develop self-awareness of personal attributes affecting professional growth. Students should self-identify needs, create and implement goals, and evaluate success. This case study describes the qualitative and quantitative findings of an intentional reflection assignment prompting students to engage in a cycle of goal writing – monitoring – reflection – new goal writing, during an immersive clinical practice experience. A blinded review of 144 student assignments is presented in the context of a curricular review of the Reflective Practitioner Program (RPP), a longitudinal reflective thread spanning four years of professional pharmacy training. Evidence gathered in the assignment review indicates that students are sufficiently capable of establishing meaningful goals and describing why the goal is important to their professional development. In contrast, students struggle with articulating strategies for goal achievement and emotions experienced during goal monitoring. In consideration of these findings, RPP faculty identified three major themes when discussing key aspects of the RPP curricular design: 1) students need to articulate strategies for goal achievement in addition to stated aims, 2) students hesitate to identify emotions when reflecting, and 3) reflection needs to be both retrospective and prospective in nature.  This case study has resulted in meaningful changes to RPP curricular design and illustrates how programs may approach assessment of the Affective Domain via common curricular elements.

Conflict of Interst: None


Type: Case Study


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Received 2017-12-20
Accepted 2018-02-26
Published 2018-04-23