Evaluation on Teaching Mentoring Program Based on Reflective Pedagogy Paradigm

Abstract

Background: The aim of Jesuit education in brief is to produce graduates who have the intellectual and emotional capacity to be humanist, open to change, and full of love to serve others. To form graduates with such qualities, the Reflective Pedagogy Paradigm (RPP) is a critical part of the learning process. In order to teach using the RPP, an academic program was needed and developed in Jesuit institutions. For this reason, a study of an academic mentoring program was conducted in the Faculty of Pharmacy, Sanata Dharma University, Yogyakarta, Indonesia. This study is aimed to evaluate the mentoring process on RPP practice in the classroom. Method: One lecturer from the Community Pharmaceutical Service Course participated in the mentoring process. The mentoring activities were conducted in four separate meetings with different materials in each meeting. The evaluation was done by assessing: (1) recorded video from mentoring sessions based on an evaluation rubric; (2) personal reflection from the participating lecturer; and (3) the results of student’s reflections and action plans. Results: The result shows that: (1) the mentee teaching performance based on video assessed by two observers was 14.25 ± 3.4 (72% perform), (2) personal reflection from the lecturer indicated readiness to teach and make improvement, (3) overall student reflection journal based on rubric scoring by two observers were 13.62 ± 1.65 (68% achievement), and several students showed follow up activity in community service. Conclusion: After participating in mentoring activities, faculty is: (1) ready to perform RPP for large group student, (2) capable to make continuous improvement for teaching, and (3) capable to stimulate better achievement of students, as well as stimulate students to do follow-up in the community service.