Abstract
ABSTRACT This study examines the reflective writing process of pharmacy students during clinical clerkships using a mixed-methods approach. Quantitative study, using both objective and subjective evaluation axes (i.e. Tsingos’ rubric and Groningen Reflection Ability Scale), revealed the characteristics and patterns of 45 pharmacy students’ reflective writing at a university hospital in Japan, which were categorized into four groups. Qualitative study identified the cognitive and affective factors influencing 25 students’ reflective writing processes across the four groups at each stage of Boud’s reflection model. The findings highlight key aspects for enhancing reflective writing and deepening the level of reflection: understanding the significance of reflection, responding to feelings, perception of repeated experiences, and articulation skills. These insights support to enhance reflective writing, ultimately improving personalized feedback and fostering deeper reflection in pharmacy education.
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