University of Southern California Years of Pharmacy School Reflection Paper Reflect on the past few years of pharmacy school. Take a few key/influential po

University of Southern California Years of Pharmacy School Reflection Paper Reflect on the past few years of pharmacy school. Take a few key/influential points (2-4)
from your time in pharmacy school and reflect on how they impacted you as a person
and as a pharmacist. Intstructions attached PHAR 600F – Directions for Reflections
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Guide and examples for the Reflection: https://www.ed.ac.uk/reflection/reflectorstoolkit/reflecting-on-experience/gibbs-reflective-cycle
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Reflect on the past few years of pharmacy school. Take a few key/influential points (2-4)
from your time in pharmacy school and reflect on how they impacted you as a person
and as a pharmacist.
•
Format:
o Legible font, 1” margins, either 1.5 or double spaced
o Upper right corner put name
o Save file: Reflection_PHAR-600F_[insert name]
o There is not necessarily a minimum page limit, but maximum page limit is 5
pages.
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Below is what you will need in the reflection and possible prompts you can answer. If
you want to deviate from the suggested prompts, feel free to, but you still need to
answer the bolded and underlined questions:
o Description – What are the key points in the past 3 years of school and why are
they key points? What happened during these key points?
?
What are the memorable points? Why are they memorable points?
?
What were the specific events and why are they influential points in your
pharmacy school experience?
o Feelings – How did you feel during these past few years?
?
What are your thoughts when you reflect on the past few years?
?
How do you feel about where you are now after reflecting back on the
past 3 years?
?
Do you feel you were successful (define what it means to for you to be
successful) in pharmacy school? Why or why not?
o Evaluation – Here you have a chance to evaluate what worked and what didn’t
work in the past 3 years. Try to be as objective and honest as possible. To get
the most out of your reflection focus on both the positive and the negative
aspects of your pharmacy student career, even if it was primarily one or the
other.
?
What was good and bad about the experience?
?
What went well?
?
What didn’t go so well?
o Analysis – The analysis step is where you have a chance to make sense of what
happened. Up until now you have focused on details around what happened in
the past 3 years of pharmacy school. Now you have a chance to extract
meaning from it. You want to target the different aspects that went well or
poorly and ask yourself why.
?
Why did things go well?
?
Why didn’t it go well?
?
What sense can I make of the situation?
o Conclusion – In this section you can make conclusions about what happened.
This is where you summarize your learning and highlight what changes to your
actions could improve the outcome in the future. It should be a natural
response to the previous sections.
?
What did I learn from these past 3 years?
?
What skills do I need to develop for me to handle APPEs and working as a
pharmacist?
?
What else can I do to set myself up to become a successful pharmacist?
o Plan – What is one area you want to improve on during your APPEs? How will
you improve on that (be as detailed and specific as you can)?
o You will also be graded on professionalism and grammar.
CriterionLevel
Unacceptable
(0 points)
Reflective novice
(1 point)
Aware practitioner
(2 points)
Reflective practitioner
(3 points)
Clarity
Language is unclear
and confusing
throughout. Concepts
are either not
discussed or are
presented
inaccurately.
There are frequent lapses
in clarity and accuracy
Minor, infrequent lapses
in clarity and accuracy.
The language is clear and
expressive. The reader can
create a mental picture of the
situation being described.
Abstract concepts are explained
accurately. Explanation of
concepts makes sense to an
uninformed reader.
Relevance
Most of the reflection
is irrelevant to student
and/or course
learning goals.
Student makes attempts
to demonstrate relevance,
but the relevance is
unclear to the reader.
The learning experience
being reflected upon is
relevant and meaningful
to student and course
learning goals.
The learning experience being
reflected upon is relevant and
meaningful to student and
course learning goals.
Analysis
Reflection does not
move beyond
description of the
learning
experience(s).
Student makes attempts
at applying the learning
experience to
understanding of self,
others, and/or course
concepts but fails to
demonstrate depth of
analysis.
The reflection
demonstrates student
attempts to analyze the
experience but analysis
lacks depth.
The reflection moves beyond
simple description of the
experience to an analysis of how
the experience contributed to
student understanding of self,
others, and/or course concepts.
CriterionLevel
Unacceptable
(0 points)
Reflective novice
(1 point)
Aware practitioner
(2 points)
Reflective practitioner
(3 points)
Interconnections
No attempt to
demonstrate
connections to
previous learning or
experience.
There is little to no
attempt to demonstrate
connections between the
learning experience and
previous other personal
and/or learning
experiences.
The reflection
demonstrates
connections between the
experience and material
from other courses; past
experience; and/or
personal goals.
The reflection demonstrates
connections between the
experience and material from
other courses; past experience;
and/or personal goals.
Self-criticism
Not attempt at selfcriticism.
There is some attempt at
self-criticism, but the selfreflection fails to
demonstrate a new
awareness of personal
biases, etc.
The reflection
demonstrates ability of
the student to question
their own biases,
stereotypes,
preconceptions.
The reflection demonstrates
ability of the student to question
their own biases, stereotypes,
preconceptions, and/or
assumptions and define new
modes of thinking as a result.
Jones, S (n.d.). Using reflection for assessment. Office of Service Learning, IUPUI.
Pass/Fail
Fail =
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