Er HM, Jia Ming MK, Keng PS, Nadarajah VD. Pharmacy Students’ Perceptions of Reflective Portfolios and their Effect on Students’ Deep Information-Processing Skills. Am J Pharm Educ. 2019;83(6):6851.
To better understand factors influencing students’ perceptions of reflective portfolio, Bachelor of Pharmacy students were asked to complete the same questionnaire in years 2, 3, and 4 as well as a semi-structured interview in their fourth year. Factors that correlated to a positive experience were a clear understanding of expectations, constructive mentor feedback, positive learning attitude and motivation, and having user-friendly platform for assignment submissions. Students had an increased appreciation for the educational value of reflective portfolio as they progressed to their final year and improved deep information processing (DIP) skills compared to students from another pharmacy cohort whose curriculum did not include a reflective portfolio.