(330) The Intersection of Transformative Learning Theory and Experiential Education

Objective : To assess the impact of a transformative learning theory (TLT) and reflection-based curricula in experiential education on premise reflection in student pharmacists.

Methods: First- (P1) and second-year (P2) student pharmacists enrolled in Hospital IPPE, a core experiential course, engaged in on-site experiences, simulation activities, workshops, and VoiceThread reflections. New VoiceThread reflections based on TLT were integrated into the course to invoke premise reflection. Students completed the Learning Activities Survey® and a supplementary question set at the end of the course. ANOVA tests compared the differences in types of reflection.

Results: A total of 239 P1 and P2 student pharmacists participated in the survey during the 21-22 academic year. During on-site experiences, students reported engaging in process reflection (n=124, 51.9%) the most, followed by content reflection (n=75, 31.3%) and premise reflection (n=38, 15.9%). During simulation activities, students reported engaging process reflection (n=141, 59%) the most, followed by content reflection (n=77, 32.2%) and premise reflection (n=19, 8%). During workshops, students reported engaging in content reflection (n=106, 44.4%) the most, followed by premise reflection (n=83, 34.7%) and process reflection (n=48, 20%). During VoiceThread reflections, students reported engaging in premise reflection (n=122, 51%) the most, followed by content reflection (n=79, 33.1%) and process reflection (n=36, 15%). No significant differences in types of reflection were found between groups. Of all of the experiences offered in the course, students reported on-site experiences (n=147, 61.5%) had the most impact on their vision of themselves as a future pharmacist.

Conclusions: These findings are evidence that students undergo premise reflection, which may transform their perspectives when they engage in collaborative, meaning-making discussions within groups after on-site experiences, simulation activities, and workshop experiences in an experiential course.