Implementing and refining a Reflective Portfolio course sequence in a college of pharmacy

Abstract Background and purpose In 2007, ACPE Standards and Guidelines were modified to include a requirement for standardized student portfolios with self-assessment of curricular outcomes and faculty assessment of student portfolio entries. The objective of this article is to describe the initial structure, components, and evolution of a Reflective Portfolio course sequence designed to meet this requirement. Educational activity and setting An e-portfolio process embedded within a Reflective Portfolio course sequence in which students provided self-assessment of curricular outcomes and faculty assessed student entries was developed and implemented. Following course implementation, a structured evaluation plan was developed and implemented to obtain feedback from students via surveys and focus groups. Eight student surveys were administered over three years. Findings Overall, feedback from the surveys identified that 47–87% of students indicated that some outcomes were more difficult to reflect on than others. Surveys also helped to identify the specific outcomes with which students struggled to find evidence and complete reflections. Student focus group feedback was categorized into the following six themes: course timing, lectures, workshops, evidence and portfolio entries, grading and advisors, and other. Discussion Based on the results of surveys and focus groups, the timing of lectures and workshops was modified, the curricular outcomes assigned to each year were changed and the number of outcomes assigned for reflection on an annual basis was decreased. Summary A quality improvement approach was utilized in the development and evolution of this Reflective Portfolio course sequence. This approach resulted in a four-year course sequence with e-portfolio student reflections evaluated by faculty advisors.