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The Application of Transformative Learning Theory to Curricular Evaluation

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Abstract:

Objectives: The purpose of this study was to develop a conceptual framework for curricular evaluation based on transformative learning theory and to demonstrate its use in evaluating a professional curriculum. Transformative learning theory considers the process of constructing knowledge through critical reflection on the content, process, and premise of an experience. Methods: Critical reflection focused on the College’s Outcomes Expected document which has been operationalized as the overarching curricular framework through a required reflective portfolio for all pharmacy students at the University of Arizona College of Pharmacy (UACOP). Content reflection consisted of curricular mapping from student and faculty perspectives as well as consideration of the 2004 CAPE Outcomes. Process reflection focused on best practices literature-based indicators and self-efficacy measures. Premise reflection considered both content and process reflection to develop recommendations. Results: The population consisted of 284 PharmD students at the UACOP during the 2004-2005 academic year. Content reflection revealed concordance between student and faculty ranking of domain and associated competency coverage in their respective curricular maps. Process reflection revealed areas of needed improvement including student and faculty buy-in and the dual use of the portfolio for learning and assessment. Premise reflection provided several recommendations. Implications: Transformative learning theory provides a potentially valuable tool for curricular evaluation by considering the content, process, and premise of construction of knowledge about the pharmacy curricula at respective schools and colleges of pharmacy. This study demonstrated the use of existing data in curricular evaluation.
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Name: American Association of Colleges of Pharmacy
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http://www.aacp.org


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URL: http://citation.allacademic.com/meta/p117913_index.html
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MLA Citation:

Plaza, Cecilia., Draugalis, JoLaine., Slack, Marion., Skrepnek, Grant. and Sauer, Karen. "The Application of Transformative Learning Theory to Curricular Evaluation" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p117913_index.html>

APA Citation:

Plaza, C. M., Draugalis, J. R., Slack, M. K., Skrepnek, G. H. and Sauer, K. A. , 2006-07-05 "The Application of Transformative Learning Theory to Curricular Evaluation" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p117913_index.html

Publication Type: Abstract
Abstract: Objectives: The purpose of this study was to develop a conceptual framework for curricular evaluation based on transformative learning theory and to demonstrate its use in evaluating a professional curriculum. Transformative learning theory considers the process of constructing knowledge through critical reflection on the content, process, and premise of an experience. Methods: Critical reflection focused on the College’s Outcomes Expected document which has been operationalized as the overarching curricular framework through a required reflective portfolio for all pharmacy students at the University of Arizona College of Pharmacy (UACOP). Content reflection consisted of curricular mapping from student and faculty perspectives as well as consideration of the 2004 CAPE Outcomes. Process reflection focused on best practices literature-based indicators and self-efficacy measures. Premise reflection considered both content and process reflection to develop recommendations. Results: The population consisted of 284 PharmD students at the UACOP during the 2004-2005 academic year. Content reflection revealed concordance between student and faculty ranking of domain and associated competency coverage in their respective curricular maps. Process reflection revealed areas of needed improvement including student and faculty buy-in and the dual use of the portfolio for learning and assessment. Premise reflection provided several recommendations. Implications: Transformative learning theory provides a potentially valuable tool for curricular evaluation by considering the content, process, and premise of construction of knowledge about the pharmacy curricula at respective schools and colleges of pharmacy. This study demonstrated the use of existing data in curricular evaluation.

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