Using debates as the primary pedagogy to teach critical care in a PharmD curriculum elective course

Hawkins, W. Anthony; Fulford, Michael; Phan, Stephanie V.

doi:10.1016/j.cptl.2019.05.010

Cited by 8 publications

(16 citation statements)

References 15 publications

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“…These findings are promising, considering that students only had a one-off debate event. However, it is documented that performance and confidence improve with repeating debates (Dundes, 2001;Hawkins, Fulford and Phan, 2019). We observed that some of the students who reported no improvement suggested that it could be due to the planned lesson being a singular unrepeated event.…”

Section: Discussionmentioning

confidence: 69%

“…Less frequently, we interfered with maintaining a balance between the supporting and opposing arguments or correct any misinformation (Shaw, 2012;Hawkins, Fulford and Phan, 2019). We planned this during the closing remark but often skipped it.…”

Section: Discussionmentioning

confidence: 99%

“…Employing a categorical result of 'Pass' or 'Fail' rather than a numerical score (Hartin et al, 2017;Hawkins, Fulford and Phan, 2019).…”

Section: Assessmentmentioning

confidence: 99%

“…Assigning most of the grade to pre-debate preparation (Hawkins, Fulford and Phan, 2019). Peer assessment using a rubric marking grid which takes away control from the instructor (Smith, 1990;Lampkin et al, 2015).…”

Section: Assessmentmentioning

confidence: 99%

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Critical Psychiatry Debates; A Neglected Tool in Undergraduate Medical Education

Allam¹,

Kuri²,

Ajaz³

et al. 2021

MedEdPublish

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Background: Healthcare professionals must adapt to everyday clinical controversies using their critical thinking and communication skills. Educational debates nurture these skills producing a well-rounded clinician. Their value is well established in healthcare education, yet They are not commonly employed, and there is no literature on their use in undergraduate Psychiatry teaching. Methods:We planned and implemented a one-off educational debate lesson as part of the teaching program of fourth-year medical students on their Psychiatry clinical placements. We collected and analyzed the students' feedback.Results: Although the majority of students had no experience of debates, 79% found the learning event positive. The students also reported improvement in their confidence (58%), oral presentation skills (37%), critical thinking skills (71%) and the ability to cope with conflict (54%). There was a positive shift in their attitude towards Psychiatry (71%) and the chances of choosing it as a future speciality (33%). Conclusion:Our results showcase the benefit of using debates in shaping future doctors' non-clinical skills and practice attitudes. In this paper, we discuss a thematic analysis of students' feedback comments and reflect on several points in the planning and delivery of educational debates. We also include practical recommendations for future applications.

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Section: Discussionmentioning

confidence: 69%

Section: Discussionmentioning

confidence: 99%

“…Employing a categorical result of 'Pass' or 'Fail' rather than a numerical score (Hartin et al, 2017;Hawkins, Fulford and Phan, 2019).…”

Section: Assessmentmentioning

confidence: 99%

Section: Assessmentmentioning

confidence: 99%

See 2 more Smart Citations

Critical Psychiatry Debates; A Neglected Tool in Undergraduate Medical Education

Allam¹,

Kuri²,

Ajaz³

et al. 2021

MedEdPublish

View full text Add to dashboard Cite

show abstract

“…The literature describes the use of debates in pharmacy courses such pharmacokinetics (Erstad & Murphy, 1994), critical care (Hawkins, Fulford, & Phan, 2019), antimicrobial stewardship (McGee, Pius, & Mukherjee, 2019), pharmacotherapy (Charrois & Appleton, 2013), infectious disease therapeutics (Viswesh, Yang, & Gupta, 2018), ethics (Hanna et al, 2014), immunisations (Blackmer, Diez, & Klein, 2014), ambulatory care (Moore et al, 2015), selfcare (Lampkin et al, 2015), and advanced pharmacy practice experience (Dy-Boarman et al, 2018). The findings of these studies suggest that engaging in debate activities ultimately helped students improve their self-reported perceptions of abilities to evaluate the literature; develop Alaqeel et al Pharmacy Educa,on 21(1) 276 -282 277 evidence-based clinical decisions, reason, and structured arguments; think critically; and communicate information effectively.…”

Section: Introductionmentioning

confidence: 99%

Impact of using debates in a pharmacoeconomic course on students’ self-reported perceptions of skills acquired

et al. 2021

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Objective: To explore the impact of debates on students’ perceptions of their (i) ability to read and critically appraise pharmacoeconomic literature and (ii) confidence in synthesising evidence, reaching a decision, and communicating it effectively. Methods: 77 pharmacoeconomics course students participated in a debate exercise: one team for adding a medication to a formulary and the other against adding. The self-reported perceptions of skills acquired were evaluated via pre- and post-debate questionnaires. Results: 48 participants completed the pre- and post-debate questionnaires, and 60 completed the perceptions toward the debate activity questionnaire. The number of students who rated their ability to meet course learning objectives as excellent increased significantly after the debate. Also, the students’ perceptions of their confidence in making a decision, critically analysing evidence, and communicating their arguments improved after the debate exercise. Conclusions: The debate approach is an effective teaching method that can improve students’ perceptions of skills acquired.

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Scholastic synergy: A team prototype for pharmacy faculty engagement in education, research, and service

Newsome

Smith

Bland

et al. 2021

Currents in Pharmacy Teaching and Learning

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Using debates as the primary pedagogy to teach critical care in a PharmD curriculum elective course

Cited by 8 publications

References 15 publications

Critical Psychiatry Debates; A Neglected Tool in Undergraduate Medical Education

Critical Psychiatry Debates; A Neglected Tool in Undergraduate Medical Education

Impact of using debates in a pharmacoeconomic course on students’ self-reported perceptions of skills acquired

Scholastic synergy: A team prototype for pharmacy faculty engagement in education, research, and service

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