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

Authors

  • Darren M. Ashcroft Centre for Innovation in Practice, School of Pharmacy and Pharmaceutical Sciences, University of Manchester, Manchester, UK
  • Jason Hall Centre for Innovation in Practice, School of Pharmacy and Pharmaceutical Sciences, University of Manchester, Manchester, UK

Keywords:

Assessment, pharmacy, portfolio, prescribing

Abstract

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).

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How to Cite

Ashcroft, D. M., & Hall, J. (2018). Pharmacy students’ attitudes and views about portfolio-based learning: A questionnaire survey. Pharmacy Education, 6(1). Retrieved from https://pharmacyeducation.fip.org/pharmacyeducation/article/view/124

Issue

Vol. 6 No. 1 (2006)

Section

Research Article

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