Abstract
ABSTRACTThis article describes the incorporation of poster presentations into the pharmacy curriculum at the Harrison School of Pharmacy. A poster presentation assignment was incorporated into the Advanced Practice Experiences (APE) as a way to have students identify therapeutic issues relevant to pharmacy practice, evaluate bio-medical literature, and professionally communicate information in a written and oral format. Student performance indicators included observation-based assessment with mean scores for years 1–3 of 92%, 93%, and 93%, respectively. Faculty rated students highest with regard to dimensions of professionalism (94–100%) and lowest with respect to biomedical literature analysis (83–93%). Student and faculty perceptions regarding the achievement of specific ability-based outcomes were measured through surveys. Overall, 80% of students during the 3 years agreed that poster presentations were useful to their future professional careers. Modifications focusing on the grading process, communic...
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