Assessment of critical thinking skills progression in a pre-pharmacy curriculum

详细信息    查看全文

• 作者：Daniel James ; PharmD^a ; Melody L. Hartzler ; PharmD ; AE-C ; BCACP ; BC-ADM^b ; ^{mhartzler@cedarville.edu" class="auth_mail" title="E-mail the corresponding author} ; Aleda M.H. Chen ; PharmD ; PhD^b
• 关键词：Pharmacy ; Student ; Education ; Critical thinking ; Curriculum
• 刊名：Currents in Pharmacy Teaching and Learning
• 出版年：2016
• 出版时间：November-December 2016
• 年：2016
• 卷：8
• 期：6
• 页码：767-773
• 全文大小：360 K

文摘

To evaluate changes in different components of students’ critical thinking skills through a sequential series of assignments in pre-pharmacy courses.

Methods

For 3 years, two cohorts of pre-pharmacy students completed an annual ethics-related critical thinking assignment. Progressive, 3-item rubrics (considering context, problem-solving, and innovative thinking) were used to evaluate critical thinking skills on a four-point Likert-type scale (0=not present, 3=mastery) for each year. Rubrics were designed in such a way that equivalent or higher scores indicated advancement in critical thinking skills. Longitudinal changes were assessed using the Friedman test.

Results

Students’ (n = 44) innovative thinking scores remained the same (p = 0.21), problem-solving scores increased (p < 0.001), and considering context scores regressed (p = 0.01) throughout the three years. Total critical thinking scores also remained the same (p = 0.53).

Conclusions

Students began to formulate new ideas and implement a multifaceted approach when solving problems but remained limited in considering contexts. Thus, students need further education regarding the impact of recognizing multiple perspectives on solving problems.