Title

The Power and Strength of Written Reflection

Document Type

Presentation

Presentation Date

6-5-2014

Comments

Written reflection serves as a powerful teaching method for developing critical thinking and problem solving skills. Reflection strengthens the depth of learning and helps students make clearer connections between what they are learning in class and real life experiences. The Jefferson School of Pharmacy has woven written reflection assignments into several different courses throughout the four year pharmacy curriculum in both the classroom and experiential learning environments. Utilizing the “What? So What? Now what?” approach, students are tasked with analyzing, integrating and synthesizing the impact of their newly gained knowledge. Students are encouraged to consider how their learning influences them personally as a pharmacy student and as a future health care practitioner. This presentation will offer attendees insight into the various ways reflective writing has been incorporated into the JSP curriculum and assist them in identifying opportunities to implement reflective writing activities in their own courses.

Andrea S. Joseph, MS, RPh

Ms. Joseph is the Assistant Director of Experiential Education for the Jefferson School of Pharmacy at Thomas Jefferson University. The majority of her pharmacy career has been devoted to working in experiential education. She is a graduate of the Philadelphia College of Pharmacy and recently earned her Master’s Degree in Organizational Development and Leadership from the Philadelphia College of Osteopathic Medicine.

Elena Umland, PharmD

Dr. Umland is the Associate Dean for Academic Affairs and Associate Professor in the Department of Pharmacy Practice in the Jefferson School of Pharmacy. Her primary responsibilities include oversight of the Doctor of Pharmacy curriculum and its assessment in accordance with the School’s assessment plan and the accreditation standards set by the Accreditation Council for Pharmacy Education. She has been actively involved in assessment at TJU by serving on the Research and Evaluation Committee of the Jefferson Center for Interprofessional Education; serving as a member of the committee evaluating curricular assessment for the Middle States Interim Report in 2009; and as as committee co-chair of the Task Force on the Assessment of Educational Activities for the 2014 Middle States Self-Study. She has presented the results of many of her assessment activities at national meetings including the American Association of Colleges of Pharmacy and the IUPUI Annual Assessment Institute and at International Meetings including Collaborating Across Borders.

Amber E. King, PharmD, BCPS

Dr. King is an Assistant Professor in the Jefferson School of Pharmacy at Thomas Jefferson University in Philadelphia, Pennsylvania. Dr. King earned her PharmD at The University of the Sciences in Philadelphia and then completed pharmacy practice and critical care residencies at Thomas Jefferson University Hospital. She is a board certified pharmacotherapy specialist and serves as a clinical pharmacist in the neurosurgical ICU at Jefferson Hospital for Neuroscience.

Abstract

Objectives:

1. Discuss the role of reflective writing in the learning process and the linkage to learning outcomes.

2. Identify the importance of reflective writing in the students’ educational growth and professional development.

3. Identify opportunities for incorporating reflective writing within their own courses/curriculum.

Presentation: 50 minutes