ABSTRACT
This 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, communication, organization, and professionalism have been made based on annual assessment data. Findings indicate that a poster presentation is an effective way to promote communication, social interaction, self-learning, critical thinking, and professionalism within Advanced Practice Experiences.