Using reflective writing as a predictor of academic success in different assessment formats

Tsingos-Lucas, C; Bosnic-Anticevich, S; Schneider, CR; Smith, L

Using reflective writing as a predictor of academic success in different assessment formats

Tsingos-Lucas, C

Bosnic-Anticevich, S Schneider, CR Smith, L

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Publication Type:: Journal Article
Citation:: American Journal of Pharmaceutical Education, 2017, 81 (1)
Issue Date:: 2017-01-01

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Field	Value	Language
dc.contributor.author	Tsingos-Lucas, C https://orcid.org/0000-0002-7857-2338	en_US
dc.contributor.author	Bosnic-Anticevich, S	en_US
dc.contributor.author	Schneider, CR	en_US
dc.contributor.author	Smith, L	en_US
dc.date.issued	2017-01-01	en_US
dc.identifier.citation	American Journal of Pharmaceutical Education, 2017, 81 (1)	en_US
dc.identifier.issn	0002-9459	en_US
dc.identifier.uri	http://hdl.handle.net/10453/83960
dc.description.abstract	© 2017, American Association of Colleges of Pharmacy. All rights reserved. Objectives. To investigate whether reflective-writing skills are associated with academic success. Methods. Two hundred sixty-four students enrolled in a pharmacy practice course completed reflective statements. Regression procedures were conducted to determine whether reflective-writing skills were associated with academic success in different assessment formats: written, oral, and video tasks. Results. Reflective-writing skills were found to be a predictor of academic performance in some formats of assessment: written examination; oral assessment task and overall score for the Unit of Study (UoS). Reflective writing skills were not found to predict academic success in the video assessment task. Conclusions. Possessing good reflective-writing skills was associated with improved academic performance. Further research is recommended investigating the impact of reflective skill development on academic performance measures in other health education.	en_US
dc.relation.ispartof	American Journal of Pharmaceutical Education	en_US
dc.subject.classification	Education	en_US
dc.subject.mesh	Humans	en_US
dc.subject.mesh	Drug Therapy	en_US
dc.subject.mesh	Cohort Studies	en_US
dc.subject.mesh	Predictive Value of Tests	en_US
dc.subject.mesh	Counseling	en_US
dc.subject.mesh	Curriculum	en_US
dc.subject.mesh	Education, Pharmacy	en_US
dc.subject.mesh	Educational Measurement	en_US
dc.subject.mesh	Students, Pharmacy	en_US
dc.subject.mesh	Writing	en_US
dc.subject.mesh	Educational Status	en_US
dc.subject.mesh	Female	en_US
dc.subject.mesh	Male	en_US
dc.subject.mesh	Young Adult	en_US
dc.title	Using reflective writing as a predictor of academic success in different assessment formats	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	81	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/Graduate School of Health
utslib.copyright.status	open_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	81	en_US

Abstract:

© 2017, American Association of Colleges of Pharmacy. All rights reserved. Objectives. To investigate whether reflective-writing skills are associated with academic success. Methods. Two hundred sixty-four students enrolled in a pharmacy practice course completed reflective statements. Regression procedures were conducted to determine whether reflective-writing skills were associated with academic success in different assessment formats: written, oral, and video tasks. Results. Reflective-writing skills were found to be a predictor of academic performance in some formats of assessment: written examination; oral assessment task and overall score for the Unit of Study (UoS). Reflective writing skills were not found to predict academic success in the video assessment task. Conclusions. Possessing good reflective-writing skills was associated with improved academic performance. Further research is recommended investigating the impact of reflective skill development on academic performance measures in other health education.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/83960