Implementing a Novel Software Program to Support Pharmacy Students’ Reflective Practice in Scientific Research

Abstract

<p><b>Objective.</b> To explore pharmacy students’ perceptions of a novel web application tool (AcaWriter) implemented in a Master of Pharmacy curriculum to support reflective thinking in scientific research.</p><p><b>Methods.</b> A qualitative research design involving a 50-minute focus group (n=12) was used. The focus group session was audio-taped, transcribed verbatim, and analyzed thematically using the Braun and Clarke framework.</p><p><b>Results.</b> Analysis generated four themes related to AcaWriter’s utility in enhancing students’ research thinking and capacity. The themes identified included: ease of use to prompt reflection, tangible tool with non-judgmental capacity; benefits for enhancing self and peer reflection on research techniques and group dynamics; benefits of the reflective writing process to enhance research capacity compared with engaging in reflective dialogue; and benefits beyond the writing process: cultivating self-improvement and self-confidence.</p><p><b>Conclusion.</b> The findings of this study show that a novel web application implemented within a pharmacy curriculum can assist students’ self and peer reflection on a research task. Further research is needed to explore the impact of using this tool and its relationship with academic performance and outcomes.</p>