Concept mapping, reflective writing, and patchwork text assessment in a first-year pharmaceutical care course

Background: The aim of this work was to aid learner's understanding and application of the complexities of pharmaceutical care practice. Specifically, this initiative sought to design, implement, and evaluate student perceptions of and performance on a longitudinal sequence of concept mapping (CM), reflective writing (RW), and patchwork text (PT) activities in a first-year Foundations of Pharmaceutical Care (FPC) course. Educational activity: To encourage examination of the complexities of pharmaceutical care practice, three iterations of combined CM and RW (or PT) occurred throughout the semester, along with peer sharing. The sequence was evaluated by examining student work and student documentation of peer sharing, as well as a survey. The sequence was completed by 163 (99.4%) students. Satisfactory ratings were achieved on final concept mapping assignments by 97% of participants and 80% of students agreed/strongly agreed that, through re-review of work they could see that their understanding of the topic had improved over time. Critical analysis: The deliberate pairing, sequencing, and repeating of CM, RW, and critical appraisal (CA), provided instructors with a more thorough and precise understanding of student knowledge and the ability to monitor, acknowledge, and respond to student learning as it occurred over the course of a semester.