PEARL

Publications on ePortfolio: Archives of the Research Landscape

E-portfolio as an effective tool for self-directed and reflective learning in social pharmacy

Volmer, D., & Sarv, A. (2018). E-portfolio as an effective tool for self-directed and reflective learning in social pharmacy. Research in Social and Administrative Pharmacy, 14(8), e43–e44. https://doi.org/10.1016/j.sapharm.2018.05.084

Abstract: Background: Portfolios are important tools for promoting reflective practice and self-education. Portfolio allows the student to build a database of theoretical or practical experiences, self-assess acquired knowledge and use that for further studies. The aim of this study was to evaluate how e-portfolio could be used as a tool to promote and support independent and reflective learning in social pharmacy course.

Methods: Social pharmacy and drug safety I is a 6 ETCS course taught for 4-th year pharmacy students. As a teaching method a flipped classroom technique was used first time to encourage independent learning by students. For experiential learning, practicing specialists were involved to the teaching process. All 4-th year students (n=22) filled in a structured e-portfolio every week at or after learning activities. They documented individual reflections and assignments and group discussions. A structured quantitative survey was applied at the end of the course to evaluate the e-portfolio as a learning tool and its` impact to learning process. For data analysis a five-point Likert scale (1-no benefit to 5-extremely beneficial) was used.

Results: In general students were satisfied with a structured e-portfolio and flipped classroom teaching method providing them more flexible study environment. Majority of the students (90%) considered e-portfolio as a beneficial tool for independent learning of course topics and reflecting on their ability-based course outcomes. About 75% could better identify their learning needs and build on their learning from previous courses. Of the students 85% considered keeping a portfolio informative and 81% worthwhile.

Conclusions: The e-portfolio was an efficient tool to guide students in experiential learning and provided possibility for self-assessment by ability-based outcomes. Students appreciated increased independence and flexibility in their learning process and assignments supporting linking theoretical and practical knowledge.