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Article

Mixed-Method Study of Utilizing Portfolios to Document and Assess Co-Curricular Activities: Student and Advisor Perceptions

1
Department of Pharmaceutical, Social and Administrative Sciences, D’Youville School of Pharmacy, Buffalo, NY 14201, USA
2
Department of Pharmacy Practice, D’Youville School of Pharmacy, Buffalo, NY 14201, USA
*
Author to whom correspondence should be addressed.
Pharmacy 2019, 7(4), 170; https://doi.org/10.3390/pharmacy7040170
Received: 5 November 2019 / Revised: 3 December 2019 / Accepted: 11 December 2019 / Published: 13 December 2019
Background: Development of professional behaviors must occur in tandem with clinical skills to ensure graduates provide quality care. Portfolios have been widely utilized as a medium to document and reflect on experiences related to professional skills. Methods: Students were required to complete a series of co-curricular activities and document them via paper or electronic portfolios, which were shared with their advisors for feedback and review. To gather perception data, student surveys were administered twice: once for the electronic cohort and once for the paper cohort after their first-year experience with the platform, and focus groups were conducted a year later. Faculty advisors were also asked to complete surveys. Results: Both students and advisors felt that electronic portfolios resulted in a greater understanding of the educational outcomes and was the preferred method for recording co-curricular requirements. Several technical challenges arose with the use of the electronic portfolio and many students and advisors felt they needed more education regarding mapping of activities. Conclusions: The electronic portfolio was found to be more sustainable as compared with paper portfolios, as it helped students adhere to the criteria and self-assessment process. Further research is needed to evaluate long-term benefit of documenting and assessing co-curricular experiences within an electronic platform. View Full-Text
Keywords: co-curricular; portfolio; pharmacy education; affective domain; professional development co-curricular; portfolio; pharmacy education; affective domain; professional development
MDPI and ACS Style

Belousova, V.; Hassan, A.K.; Lampkin, S. Mixed-Method Study of Utilizing Portfolios to Document and Assess Co-Curricular Activities: Student and Advisor Perceptions. Pharmacy 2019, 7, 170. https://doi.org/10.3390/pharmacy7040170

AMA Style

Belousova V, Hassan AK, Lampkin S. Mixed-Method Study of Utilizing Portfolios to Document and Assess Co-Curricular Activities: Student and Advisor Perceptions. Pharmacy. 2019; 7(4):170. https://doi.org/10.3390/pharmacy7040170

Chicago/Turabian Style

Belousova, Victoria, Amany K Hassan, and Stacie Lampkin. 2019. "Mixed-Method Study of Utilizing Portfolios to Document and Assess Co-Curricular Activities: Student and Advisor Perceptions" Pharmacy 7, no. 4: 170. https://doi.org/10.3390/pharmacy7040170

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