Using reflective writing as a predictor of academic success in different assessment formats

Cherie Tsingos-Lucas, Sinthia Bosnic-Anticevich, Carl R. Schneider, Lorraine Smith

Research output: Contribution to journalArticlepeer-review

35 Citations (Scopus)

Abstract

Objectives. To investigate whether reflective-writing skills are associated with academic success.

Methods. Two hundred sixty-four students enrolled in a pharmacy practice course completed reflective statements. Regression procedures were conducted to determine whether reflective-writing skills were associated with academic success in different assessment formats: written, oral, and video tasks.

Results. Reflective-writing skills were found to be a predictor of academic performance in some formats of assessment: written examination; oral assessment task and overall score for the Unit of Study (UoS). Reflective writing skills were not found to predict academic success in the video assessment task.

Conclusions. Possessing good reflective-writing skills was associated with improved academic performance. Further research is recommended investigating the impact of reflective skill development on academic performance measures in other health education.
Original languageEnglish
Article number8
Pages (from-to)1-8
Number of pages8
JournalAmerican Journal of Pharmaceutical Education
Volume81
Issue number1
DOIs
Publication statusPublished - 25 Feb 2017
Externally publishedYes

Keywords

  • reflective writing
  • reflection
  • academic performance
  • different formats of assessment
  • pharmacy education

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