Teaching critical thinking and problem-solving in a pharmacy self-care lab: A skills-based approach

Cone, Catherine; Bond, Rucha; Pierson, Judy

doi:10.1016/j.cptl.2013.03.002

Cited by 8 publications

(11 citation statements)

References 8 publications

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“…A 5-phase experiential learning cycle ( Figure 1) provided the framework for the development of criticalthinking skills. 8 The framework provided a basis for implementing the critical-thinking curriculum that embodied an interactive, intellectually stimulating environment supportive of reflective self-learning, which required both analytical and procedural skills development.…”

Section: Methodsmentioning

confidence: 99%

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Incorporation of an Explicit Critical-Thinking Curriculum to Improve Pharmacy Students’ Critical-Thinking Skills

Cone

Godwin

Salazar

et al. 2016

American Journal of Pharmaceutical Education

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Objective. The Health Sciences Reasoning Test (HSRT) is a validated instrument to assess criticalthinking skills. The objective of this study was to determine if HSRT results improved in second-year student pharmacists after exposure to an explicit curriculum designed to develop critical-thinking skills. Methods. In December 2012, the HSRT was administered to students who were in their first year of pharmacy school. Starting in August 2013, students attended a 16-week laboratory curriculum using simulation, formative feedback, and clinical reasoning to teach critical-thinking skills. Following completion of this course, the HSRT was readministered to the same cohort of students.Results. All students enrolled in the course (83) took the HSRT, and following exclusion criteria, 90% of the scores were included in the statistical analysis. Exclusion criteria included students who did not finish more than 60% of the questions or who took less than 15 minutes to complete the test. Significant changes in the HSRT occurred in overall scores and in the subdomains of deduction, evaluation, and inference after students completed the critical-thinking curriculum. Conclusions. Significant improvement in HSRT scores occurred following student immersion in an explicit critical-thinking curriculum. The HSRT was useful in detecting these changes, showing that critical-thinking skills can be learned and then assessed over a relatively short period using a standardized, validated assessment tool like the HSRT.

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Section: Methodsmentioning

confidence: 99%

“…The curriculum including the 5-phase experiential learning cycle framework is published in detail elsewhere. 8 The HSRT provides the examinee information on the overall score, overall percentile score, and subdomains including induction, deduction, inference, analysis, and evaluation.…”

Section: American Journal Of Pharmaceuticalmentioning

confidence: 99%

Incorporation of an Explicit Critical-Thinking Curriculum to Improve Pharmacy Students’ Critical-Thinking Skills

Cone

Godwin

Salazar

et al. 2016

American Journal of Pharmaceutical Education

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“…The concordance between the two review authors was considered excellent (k = 0.9987, k = 0.9851, and k = 0.9893, respectively) in 3 steps of the selection process of articles. In this review, most of the studies (n = 15, 71.4%) were conducted in North America (Kocla-Kimble and Batz, 1994;Wislande, 1994;Lee et al, 1998;Reutzel et al, 1999;Chambers et al, 2000;Ramam-Wilms, 2001;Lam, 2005;Kassam, 2006a, b;Ross et al, 2007;Culbertson, 2008;Kassam et al, 2008;Benedict, 2010;Cone et al, 2013;Galal et al, 2014). Only one study was conducted in Brazil (Limberger, 2013).…”

Section: Resultsmentioning

confidence: 99%

“…Fourteen studies (66.7%) reported several responsibilities of the pharmacist in the process of patient care. Among them, the most frequently cited were: determination of patient's drug-related needs (indication, effectiveness, safety, adherence) and identifying drug therapy problems, in ten articles (Wislande, 1994;Reutzel et al, 1999;Chambers et al, 2000;Ramam-Wilms, 2001;Bertolo et al, 2003;Kassam, 2006a, b;Culbertson, 2008;Limberger, 2013;Galal et al, 2014), followed by obtaining of patient data as the reason for the encounter, demographics, medication experience, and other clinical information (Wislande, 1994;Galal et al, 2014) and development of care plans (James et al, 2001;Cone et al, 2013). Table 1 presents the educational interventions, methods of assessment and outcomes measured by the 21 selected studies.…”

Section: Resultsmentioning

confidence: 99%

“…An analysis of the references of the 16 selected articles was performed and 5 studies were search in reference list, totaling at the end of the selection process 21 publications included in the systematic review (KoclaKimble and Batz, 1994;Wislande, 1994;Lee et al, 1998;Reutzel et al, 1999;Chambers et al, 2000;James et al, 2001;Ramam-Wilms, 2001;Bertolo et al, 2003;Lam, 2005;Kassam, 2006a, b;Ross et al, 2007;Culbertson, 2008;Kassam et al, 2008;Zolezzi and Blake, 2008;Benedict, 2010;Chiang et al, 2010;Strohfeldt and Grant, 2010;Cone et al, 2013;Limberger, 2013;Galal et al, 2014). The concordance between the two review authors was considered excellent (k = 0.9987, k = 0.9851, and k = 0.9893, respectively) in 3 steps of the selection process of articles.…”

Section: Resultsmentioning

confidence: 99%

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Teaching in pharmaceutical care: A systematic reviewTeaching in pharmaceutical care: A systematic review

Werlissandra¹,

Alessandra²,

Angelo³

et al. 2015

Afr. J. Pharm. Pharmacol.

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The aim of the work was to systematically review published studies about teaching methods in pharmaceutical care. Literature databases searched included LILACS, PubMed, SCOPUS, EMBASE, and ERIC. Studies published until January 2015 were searched for using the search terms "pharmaceutical services", "pharmaceutical care", "medication therapy management", "learning", "education" and "teaching" in different combinations. In the initial screening, the search identified 562 articles using the terms chosen; 21 articles met the inclusion criteria. Most of the studies (n = 15, 71.4%) were conducted in North America and only one study was conducted in Brazil. Regarding the teaching methods or learning strategies used in analyzing these studies, simulation was used in eight studies (30.0%), followed by the use of case study and problem-based learning in six articles each (28.5%). Different teaching methods were described; the most common was simulation, followed by clinical cases and problem-based learning. Most of these studies showed positive outcomes with the educational intervention.

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Suggested pharmacy practice laboratory activities to align with pre-APPE domains in the Doctor of Pharmacy curriculum

Bellottie

Kirwin

Allen

et al. 2018

Currents in Pharmacy Teaching and Learning

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Teaching critical thinking and problem-solving in a pharmacy self-care lab: A skills-based approach

Cited by 8 publications

References 8 publications

Incorporation of an Explicit Critical-Thinking Curriculum to Improve Pharmacy Students’ Critical-Thinking Skills

Incorporation of an Explicit Critical-Thinking Curriculum to Improve Pharmacy Students’ Critical-Thinking Skills

Teaching in pharmaceutical care: A systematic reviewTeaching in pharmaceutical care: A systematic review

Suggested pharmacy practice laboratory activities to align with pre-APPE domains in the Doctor of Pharmacy curriculum

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