Patricia Black

A multi‐dimensional model of reflective learning for professional development

This study is set in the context of a postgraduate course for pharmacists where the participants were exposed to a systematic reflective learning strategy facilitated by a structured, written Reflective Portfolio. Data were generated using focus groups and individual interviews. An inductive approach to data analysis resulted in a Multi‐dimensional Model of Reflection that has not previously been presented elsewhere. It illustrates the complexities of reflective learning and therefore challenges the simplicity with which ‘reflection’ is often portrayed in the literature. It is argued that the research provides a significant contribution to an understanding of reflection for learning and professional practice development. It is further argued that the model of reflection is transferable or relatable to other professional areas.

Exploring pharmacists' views about the contribution that reflective learning can make to the development of professional practice

Objective Postgraduate courses for pharmacists are increasingly incorporating reflection on learning and on professional practice as the theory of learning in use. This paper provides an insight into the views of pharmacists, who participated in a prescribing course, about using reflection to contribute to the development of their learning and professional practice.

How postgraduate pharmacy students develop professional understanding: Re-conceptualising deep, reflective learning

Published literature has shown that learners conceptualise and approach learning in different ways. The research reported in this paper explores postgraduate pharmacy students’ perceptions of learning and their understanding of the learning strategies employed whilst undertaking a postgraduate prescribing course. Twenty-six individuals, who had been registered on Keele University’s Supplementary Prescribing Course, participated in focus groups and individual interviews. Data are presented relating to one of the eight key themes that emerged, that is, traditional, academic learning and non-traditional, reflective learning. Participants clearly perceived, and had experience of, approaches to learning which they articulated as being of qualitatively different types. They perceived reflective learning to be analogous with a deep learning approach. Participants indicated a synergistic relationship between knowledge accumulation and reflective learning, resulting in higher levels of learning. Further, the findings show that behaviourist and constructivist orientations to education appear to be compatible, despite contrary views in the published literature. The authors describe the complexities of learning through the development of a model that articulates a re-conceptualisation of deep, reflective learning for professional practice.

Community pharmacists and continuing professional development: a study of perceptions and current involvement

Few pharmacists understood and practised the principles of continuing professional development

The Formative Developmental Evaluation of an Online Module in Health Promotion using Asynchronous Computer-Mediated Communication

This paper provides an overview of the design and development, and describes the formative develop- mental evaluation, of an online module on Health Promotion for community pharmacists, using a web interface supported by FirstClasse within the Department of Medicines Management’s Online Learning Zone. The literature reports the reluctance of some learners (and tutors) to embrace computer-mediated communication (CMC) for learning and teaching. The development of the technology and the learning materials using CMC is costly. It was therefore important that the university department evaluated learners’ reactions to a prototype interface and module before making further investment in this delivery medium. A qualitative, phenomenological approach to explore learners’ experiences was employed. A semi-structured guide-list for face-to-face interview was developed to explore learners’ perceptions of the delivery system and its usability, and their experiences of studying and learning using asynchronous CMC. The feedback from participants, together with observations from the course team, suggests that asynchronous computer-mediated communication does improve the quality of student learning. The findings are potentially useful to others develop- ing online learning.

Students views of an online ethical decision-support tool

BACKGROUND AND PURPOSE Ethical reasoning is a key skill that must be developed during the undergraduate pharmacy course to prepare students for ethical decision-making in future practice as pharmacy professionals. In this initial study, we sought and documented the views of pharmacy students at a United Kingdom (UK) university on the use of Values Exchange™ (Vx), an online ethical decision-support tool. EDUCATIONAL ACTIVITY AND SETTING Students deliberated on up to three ethical case scenarios every academic year using the tool. A preliminary study using a qualitative methodology was conducted with students nearing the end of their third-year of study to explore their views of the tool. Two focus groups were used to collect the data. Discussions were digitally recorded, anonymised and transcribed verbatim. Data was analysed using the five-stage framework approach. FINDINGS Four main themes emerged from the data: students felt that Values Exchange™ enabled them to gain a wider perspective on ethical issues; it promoted reflection; it helped to prepare them for future practice; students liked the online environment. DISCUSSION Vx prompted students to deliberate on many facets of a case, enabled them to consider and challenge the views of their peers, facilitated reflection and promoted greater honesty in responses and inclusivity, all supporting the development of moral reasoning skills. SUMMARY Vx supports the process of ethical decision-making, encouraging a deep approach to learning within a safe virtual environment. Students believed Vx to be an effective tool for developing ethical reasoning skills in preparation for practice.

Online induction programme with webinar: a case study

Purpose – The purpose of this paper is to describe the introduction of an online induction programme including an interactive webinar on a distance learning course and to present student feedback on the programme. It focuses on lessons learnt and implications for others implementing similar induction programmes. Design/methodology/approach – A self-completion questionnaire was sent to all students enroled on the programme, including those who did not attend the webinar or participate in the online induction programme. This was followed up with a semi-structured interview. The analysis focused on the student experience of the induction programme. Findings – Overall, students reported to be satisfied with the online programme. The webinar encouraged engagement with some elements of the online workshop and was felt to complement the other learning opportunities available online. The webinar was particularly valued for providing a “face” to the course, facilitating interactivity among tutors and students and helping the students to feel part of the University. Students also reported that the webinar had the advantage of allowing a social interaction between them. Practical implications – A number of key changes related to multiple offerings of the webinar and the timing of activities in the online workshop were highlighted to encourage participation. Greater clarity on what is required in the induction and how long it would take would also encourage participation. Originality/value – This case study is one of the few to evaluate the inclusion of webinar technology within an online induction programme and, therefore, has value in this context.