A retrospective study on students’ and teachers’ perceptions of the reflective ability clinical assessment

Cherie Tsingos-Lucas, Sithia Bosnic-Anticevich, Lorraine Smith

Research output: Contribution to journalArticlepeer-review

16 Citations (Scopus)

Abstract

Objective. To evaluate student and teacher perceptions of the utility of the Reflective Ability Clinical Assessment (RACA) in an undergraduate pharmacy curriculum at an Australian university. Methods. A mixed-method study comprising the administration of a 7-item student survey on a 6-point Likert-type scale and a 45-minute focus group/phone interview with teachers. Results. Student (n=199) and teaching staff respondents (n=3) provided their perceptions of the implementation of the new educational tool. Student responses showed significant positive correlations between self-directed learning, counseling skills, relevance to future practice, and performance in an oral examination. Seven key themes emerged from the teacher interviews. Conclusion. The study revealed both students and teachers perceive the RACA as an effective educational tool that may enhance skill development for future clinical practice.
Original languageEnglish
Article number101
Pages (from-to)1-10
Number of pages10
JournalAmerican Journal of Pharmaceutical Education
Volume80
Issue number6
Publication statusPublished - 2016
Externally publishedYes

Keywords

  • Reflective Ability Clinical Assessment (RACA)
  • reflection
  • pharmacy education
  • student/teacher perceptions

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