Pharmacy students’ utilization of an online tool for immediate formative feedback on reflective writing tasks

Lucas, C; Gibson, A; Shum, SB

Pharmacy students’ utilization of an online tool for immediate formative feedback on reflective writing tasks

Lucas, C

Gibson, A

Shum, SB

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Publication Type:: Journal Article
Citation:: American Journal of Pharmaceutical Education, 2019, 83 (6), pp. 1260 - 1267
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Lucas, C https://orcid.org/0000-0002-7857-2338	en_US
dc.contributor.author	Gibson, A https://orcid.org/0000-0003-4619-6515	en_US
dc.contributor.author	Shum, SB https://orcid.org/0000-0002-6334-7429	en_US
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	American Journal of Pharmaceutical Education, 2019, 83 (6), pp. 1260 - 1267	en_US
dc.identifier.issn	0002-9459	en_US
dc.identifier.uri	http://hdl.handle.net/10453/137954
dc.description.abstract	© 2019, American Association of Colleges of Pharmacy. All rights reserved. Objective. To assess pharmacy students’ perceptions of the benefits and utility of a novel online reflective-writing tool. Methods. After completing a required Academic Writing Analytics (AWA) workshop, Master of Pharmacy students submitted a reflective writing assignment in the AWA web application. A six-item survey was administered to students prior to and immediately after using AWA. Results. Sixty students volunteered to participate in the study; however, only 39 students provided a pseudonym that allowed their pretest and posttest to be matched. A comparison of students’ responses on the pretest with those on the posttest, which was administered four weeks after the workshop, suggest a noticeable increase in agreement with AWA’s benefits as an effective, online tool for improving their reflective learning skills. Conclusion. This novel online tool has the potential to assist pharmacy students with self-critiquing and improving their reflective writing assignments prior to submission. Furthermore, as the elements of reflection are transferable, this tool has the potential to be used in other educational contexts.	en_US
dc.relation.ispartof	American Journal of Pharmaceutical Education	en_US
dc.subject.classification	Education	en_US
dc.title	Pharmacy students’ utilization of an online tool for immediate formative feedback on reflective writing tasks	en_US
dc.type	Journal Article
utslib.citation.volume	6	en_US
utslib.citation.volume	83	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1115 Pharmacology and Pharmaceutical Sciences	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)/Connected Intelligence Centre
pubs.organisational-group	/University of Technology Sydney/Graduate School of Health
utslib.copyright.status	closed_access
pubs.issue	6	en_US
pubs.publication-status	Published	en_US
pubs.volume	83	en_US

Abstract:

© 2019, American Association of Colleges of Pharmacy. All rights reserved. Objective. To assess pharmacy students’ perceptions of the benefits and utility of a novel online reflective-writing tool. Methods. After completing a required Academic Writing Analytics (AWA) workshop, Master of Pharmacy students submitted a reflective writing assignment in the AWA web application. A six-item survey was administered to students prior to and immediately after using AWA. Results. Sixty students volunteered to participate in the study; however, only 39 students provided a pseudonym that allowed their pretest and posttest to be matched. A comparison of students’ responses on the pretest with those on the posttest, which was administered four weeks after the workshop, suggest a noticeable increase in agreement with AWA’s benefits as an effective, online tool for improving their reflective learning skills. Conclusion. This novel online tool has the potential to assist pharmacy students with self-critiquing and improving their reflective writing assignments prior to submission. Furthermore, as the elements of reflection are transferable, this tool has the potential to be used in other educational contexts.

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http://hdl.handle.net/10453/137954