Student Perceptions of the Role of Portfolios in Evaluating the Outcomes of Pharmacy Education
| dc.contributor.advisor | Murphy, John | en |
| dc.contributor.author | Airey, Tatum | |
| dc.contributor.author | Bisso, Andrea | |
| dc.contributor.author | Murphy, John | |
| dc.date.accessioned | 2016-06-24T15:15:32Z | |
| dc.date.available | 2016-06-24T15:15:32Z | |
| dc.date.issued | 2011 | |
| dc.identifier.uri | http://hdl.handle.net/10150/614583 | |
| dc.description | Class of 2011 Abstract | en |
| dc.description.abstract | OBJECTIVES: The Accreditation Council for Pharmacy Education recommends incorporation of portfolios as part of the pharmacy curriculum. A study was conducted to evaluate students’ perceived benefits of the portfolio process and to gather suggestions for improving the process. METHODS: A questionnaire was designed, administered, and answered by 250 pharmacy first, second, and third year pharmacy students at the University of Arizona College of Pharmacy. The dependent variable was the students’ perceived benefit of the portfolio process. RESULTS: Students perceived increased benefit if the portfolio helped them: gain an understanding of the expected outcomes, understand the impact of extracurricular activities on attaining competencies, identify what should be learned, identify their strengths and weaknesses, and modify their approach to learning. First year students wanted more examples of portfolios while second and third years suggested more time with their advisor. CONCLUSION: Overall, students perceived the portfolio process as having moderate benefit. | |
| dc.language.iso | en_US | en |
| dc.publisher | The University of Arizona. | en |
| dc.rights | Copyright © is held by the author. | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | |
| dc.subject | Portfolios | en |
| dc.subject | Pharmacy Education | en |
| dc.subject | Evaluating | en |
| dc.subject.mesh | Education, Pharmacy | |
| dc.subject.mesh | Students, Pharmacy | |
| dc.title | Student Perceptions of the Role of Portfolios in Evaluating the Outcomes of Pharmacy Education | en_US |
| dc.type | text | en |
| dc.type | Electronic Report | en |
| dc.contributor.department | College of Pharmacy, The University of Arizona | en |
| dc.description.collectioninformation | This item is part of the Pharmacy Student Research Projects collection, made available by the College of Pharmacy and the University Libraries at the University of Arizona. For more information about items in this collection, please contact Jennifer Martin, Librarian and Clinical Instructor, Pharmacy Practice and Science, jenmartin@email.arizona.edu. | en |
| html.description.abstract | OBJECTIVES: The Accreditation Council for Pharmacy Education recommends incorporation of portfolios as part of the pharmacy curriculum. A study was conducted to evaluate students’ perceived benefits of the portfolio process and to gather suggestions for improving the process. METHODS: A questionnaire was designed, administered, and answered by 250 pharmacy first, second, and third year pharmacy students at the University of Arizona College of Pharmacy. The dependent variable was the students’ perceived benefit of the portfolio process. RESULTS: Students perceived increased benefit if the portfolio helped them: gain an understanding of the expected outcomes, understand the impact of extracurricular activities on attaining competencies, identify what should be learned, identify their strengths and weaknesses, and modify their approach to learning. First year students wanted more examples of portfolios while second and third years suggested more time with their advisor. CONCLUSION: Overall, students perceived the portfolio process as having moderate benefit. |