Pharmacy students’ attitudes and views about portfolio-based learning: A questionnaire survey

Darren M. Ashcroft, Jason Hall


The introduction of a prescribing module in the undergraduate pharmacy curriculum at the University of Manchester instigated a search for assessment methods that would appropriately assess the students’ achievements in terms of the learning outcomes. Portfolio assessment has previously been used in other subject areas for this purpose and has been adopted for the summative assessment of students at Manchester. One hundred and fifty four final year undergraduate pharmacy students completed a questionnaire survey (75.5% response rate) that explored their attitudes and views about a reflective portfolio assessment of their knowledge about prescribing. The majority of students felt that the portfolio was not only an effective means of assessing and supporting their learning, but also helped to prepare them for their future continuing professional development (CPD).


Assessment, pharmacy, portfolio, prescribing

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