Reflective writing is evidence of reflective thinking.

Rationale for Reflective Writing Assignments:

Reflective writing is evidence of reflective thinking. The approach

allows individuals the opportunity to fully engage in and document

their learning. It usually involves:

1. Looking back at something (often an event, i.e. something

that happened, an idea or topic discussed in class, an object,

etc.).

2. Analyzing the event or idea (thinking in depth and from

different perspectives, and trying to explain, often with

reference to a model or theory from your subject).

3. Thinking carefully about what the event or idea means for

you and your ongoing progress as a learner and/or practicing

professional.

Reflective writing is more personal than other kinds of academic

writing. We all think reflectively in everyday life, but perhaps not to

the same depth as that expected in good reflective writing at

university level.Objectives:

The goals of the reflective writing assignments are to provide an opportunity to reflect on a given set of

course materials (readings, lecture, and discussions) to:

1. Make connections

2. To examine your learning processes

3. To clarify what you are learning

4. To become an active and aware learner

5. To become a reflective practitioner throughout the program and when you begin your

professional career

Guidance Documents on Reflective Writing :

Three background documents and a video have been posted on Canvas that describe what reflective

writing is, how to write reflectively, writing style, getting started, and some examples. The documents were

produced at the University of Portsmouth, Portsmouth, England, The Learning Centre at University of New

South Wales, Sydney, Australia, and the University of Cambridge, Cambridge, England.

A Useful Reflective Writing Practice Model

Driscoll’s What Model

What? – describe the experience/situation: achievement(s),

consequence(s), feeling(s), and/or problem(s)

So What? – reflect on the experience (discuss what you

learned): about self, relationships, models, attitudes,

thoughts, understandings, and improvements

Now What? – how will you use what you have learned in

the future? Identify what needs to be done to improve

future outcomes and learning.The What? Question – describe the experience/situation:

achievement(s), consequence(s), feeling(s), and/or

problem(s):

• What made you stop and think? It might be a new concept, or

something you had already been exposed to that made you think

differently, a gut reaction to a concept, idea, or lecture.

• Think about the material in the context of COVID 19, the protests,

or what a “new” normal might look like.

• Think about the material in relationship to your or a family

member’s healthcare experiences and how the topics covered in

class provided an “ah ha” moment – describe that

experience/situation for the “What?” response.

The So What? Question – reflect on the experience (discuss

what you learned): about self, relationships, models,

attitudes, thoughts, understandings, and improvements.

• Reflect on what you learned – from class and how that informs or

challenges your “What” response.

The Now What? Question- how will you use what you have

learned in the future? Identify what needs to be done to

improve future outcomes and learning .

• How might you apply what you learned to pharmacy school,

rotations, or in your personal life? What might you do differently

or what might you continue to do and tweak to improve it?