1 Reflection is a key component of the learning cycle, allowing an opportunity for “purposeful critical analysis of knowledge and experience, in order to achieve deeper meaning and understanding.” 1,2 Reflection gives rise to new ideas, or modification of an existing idea, leading to testing of new hypotheses and drawing new conclusions. Kolb’s experiential learning style theory suggests four stages that comprise experiential learning.
Student reflections on IPPEs centered on 10 key topics, primarily related to distributive, legal, and regulatory functions of institutional pharmacy practice. Substantial initial agreement between investigators was found, with the most discrepancies arising within the themes of medication distribution and pharmacy administration/organizational structure.Ĭonclusion. Ten themes were identified, with the most common themes being interprofessional teamwork, pharmacist and technician roles and responsibilities, and policies and procedures. A total of 402 reflection assignments were reviewed from 85 P2 students enrolled in the IPPE course. Discrepancies between coding were resolved through discussion to reach consensus. Initial agreement between investigators was assessed using the Cohen kappa coefficient.
Subsequently, investigators coded each submission into one of the identified categories.
Weekly reflections from the 2015-2016 offering of the course were reviewed by investigators to identify common themes via an iterative process. A qualitative analysis was conducted to identify themes within weekly reflective statements submitted by second year pharmacy students (P2) enrolled in an IPPE rotation and concurrent discussion course. To characterize weekly student reflections in an introductory pharmacy practice experience (IPPE) discussion course meeting concurrently with IPPE rotations in institutional pharmacy.
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