Staging a reflective capstone course to transition PharmD graduates to professional life.
OBJECTIVE
To develop and implement a capstone course that would allow students to reflect on their development as a professional, assess and share their achievement of the college's outcomes, complete a professional portfolio, establish a continuing professional development plan, and prepare to enter the pharmacy profession.


METHODS
Students were required to complete a hybrid course built around 4 online and inclass projects during the final semester of the curriculum.


RESULTS
Faculty used direct measures of learning, such as reading student portfolios and program outcome reflections, evaluating professional development plans, and directly observing each student in a video presentation. All projects were evaluated using standardized rubrics. Since 2012, all graduating students met the course's minimum performance requirements.


CONCLUSIONS
The course provided an opportunity for student-based summative evaluation, direct observation of student skills, and documentation of outcome completion as a means of evaluating readiness to enter the profession.
Belmont University College of Pharmacy, Nashville, Tennessee.
Eric H
EH
Hobson
Belmont University College of Pharmacy, Nashville, Tennessee.
Philip E
PE
Johnston
Belmont University College of Pharmacy, Nashville, Tennessee.
Alisa J
AJ
Spinelli
D000124:Achievement; D002983:Clinical Competence; D003479:Curriculum; D004514:Education, Pharmacy, Graduate; D004521:Educational Measurement; D005178:Faculty; D006281:Health Occupations; D006801:Humans; D016730:Program Development; D013339:Students, Pharmacy
assessment; capstone; continuing professional development; pharmacy academia