Development of Critical Thinking in Pharmacy Education

Peeters, Michael J.; Zitko, Kimberly L; Schmude, Kimberly A.

doi:10.24926/iip.v7i1.415

Cited by 14 publications

(14 citation statements)

References 45 publications

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“…It is intended to give the students a means and an opportunity of exploring thinking skill not only scientifically but also conceptually (S. C. Fang & Hsu, 2017;). The nurturant effect of case study and the appeal of this article are that the students' curiosity is revived and stimulated, and it develops knowledge, conception and reasoning on students' scientific ideas and communication (Fang et.al, 2016;Peeters et..al, 2016). This finding confirms another relevant study stating that practicing critical thinking can be done through solving a problem (Haseli, 2013).…”

Section: Resultssupporting

confidence: 73%

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The Effectiveness of Inquiry Lesson-Based Immunity System Module to Empower the Students’ Critical Thinking Skill

2018

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This research aimed to find out the effectiveness of inquiry lesson (IL)-based immunity system module product to empower the students' critical thinking skill. This study was quasi-experimental research with pretest-posttest control group design nonequivalent. The participant or subject of research consisted of 67 Senior High School students in Kediri in Academic Year of 2016/2017 distributed in two classes: 33 students in the 11 th Natural Science 2 Grade as experiment class and 34 students in the 11 th Natural Science 3 Grade as existing class. The instrument used to collect data on critical thinking skill was essay test. Experiment class was treated using inquiry lesson-based module, and existing class using module commonly used at school. Data analysis employed t-test at significance level with p-value = 0.000 (p<0.05). The gap between pre-and posttest scores was 20.99% for experiment class and 10.76% for existing class. From the result of research, it could be concluded that learning using inquiry lesson (IL)based immunity system in learning process is very significant to empower the students' critical thinking skill.

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Section: Resultssupporting

confidence: 73%

“…(2016). KETERAMPILAN KONSEP VIRUS., Journal EDUSAINS, 8(2), 182-191. http://journal.uinjkt.ac.id/index.php/edusains Nuangchalerm, P. (2017) Peeters, M. J., Zitko, K. L., & Schmude, K. A. (2016).…”

Section: Interventionunclassified

The Effectiveness of Inquiry Lesson-Based Immunity System Module to Empower the Students’ Critical Thinking Skill

2018

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“…Development of interprofessional ICM scenarios, with a focus on patientcentered care, would be an additional support to MRCD in the context of multidisciplinary decision-making. Theory indicates that the DIT is a 'sound indicator of growth in complex thinking over the course of PharmD education' 59 (p.6). However, a single measure of MRCD is not ideal and additional measurement instruments should be investigated in tandem with the DIT.…”

Section: Discussionmentioning

confidence: 99%

Promoting Peer Debate in Pursuit of Moral Reasoning Competencies Development: Spotlight on Educational Intervention Design

Grimes

2017

Innov Pharm

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“…61 With critical thinking as foundational, Peeters and colleagues describe higherorder, complex thinking as involving problem-solving, clinical reasoning, and moral reasoning. 62 In pharmacy, this thinking is reflected in the ability to develop and apply sound ethical and clinical judgments. 63 The verification process identified several connections between the indicators defined by the expert panel and the literature on TBL practice, providing evidence of consistency between the findings and the literature.…”

Section: Content-related Indicatorsmentioning

confidence: 99%

Determining Indicators of High-Quality Application Activities for Team-Based Learning

Janke

Bechtol

James

et al. 2019

American Journal of Pharmaceutical Education

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Objective. To determine the indicators of quality for application activities in pharmacy team-based learning (TBL). Methods. A modified Delphi process was conducted with pharmacy TBL experts. Twenty-three experts met the inclusion criteria, including having at least four years of TBL experience, designing at least eight TBL sessions, training others to use TBL, and authoring a peer-reviewed TBL pharmacy paper. In round 1, panelists responded to five open-ended questions about their successful TBL applications activities, including satisfaction with the activity and methods for creating positive student outcomes. In round 2, panelists indicated their level of agreement with the round 1 quality indicators using a four-point Likert rating. Consensus was set at 80% strongly agree/agree. In an open comment period, panelists provided suggestions to help expand the indicator descriptions. Indicators were verified based on TBL and the education literature. Results. Twenty panelists (87% of those eligible) responded in round 1 and 17 (85% participation) in round 2. Sixteen quality indicators were identified in round 1, with 14 achieving consensus in round 2. "Uses authentic pharmacy challenges or situations" (88% strongly agree/agree) and "incorporates or provides effective feedback to groups" (88% strongly agree/agree) met consensus. However, "has multiple right answers" (76% strongly agree/agree) and "incorporates elements from school specific emphases (eg, faith, underserved)" (53% strongly agree/agree) did not reach consensus. Conclusions. These indicators can assist faculty members in designing application activities to provide high-quality TBL exercises that promote deep thinking and engaged classroom discussion. The indicators could also guide faculty development and quality improvement efforts, such as peer review of application activities.

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Development of Critical Thinking in Pharmacy Education

Abstract: The concept of development is ubiquitous throughout higher education. Development of critical thinking, problem-solving, and clinical

Cited by 14 publications

References 45 publications

The Effectiveness of Inquiry Lesson-Based Immunity System Module to Empower the Students’ Critical Thinking Skill

The Effectiveness of Inquiry Lesson-Based Immunity System Module to Empower the Students’ Critical Thinking Skill

Promoting Peer Debate in Pursuit of Moral Reasoning Competencies Development: Spotlight on Educational Intervention Design

Determining Indicators of High-Quality Application Activities for Team-Based Learning

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