scholarly journals A brief history of pharmacy admissions in North America

2019 ◽  
Vol 152 (6) ◽  
pp. 370-375
Author(s):  
Erin Davis ◽  
Richard Braha ◽  
Shannon McAlorum ◽  
Debbie Kelly
Keyword(s):  
Critical Thinking ◽  
Academic Success ◽  
Clinical Performance ◽  
The United States ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Effective Measure ◽  
Grade Point ◽  
Bachelor Of Science ◽  
Multiple Mini Interview

The move from a Bachelor of Science in Pharmacy to a Doctor of Pharmacy degree, both in the United States and in Canada, has been accompanied by a general move towards increased prepharmacy admission requirements and longer pharmacy programs. Historically, the most thoroughly researched pharmacy admissions variables include grade point average (GPA), Pharmacy College Admissions Test (PCAT), interviews and critical thinking tests. Most programs now require a combination of academic (GPA ± PCAT) and nonacademic characteristics (e.g., interviews, volunteering, critical thinking tests, essays). This review focuses on GPA and the PCAT as academic admissions measures and the interview (both traditional and the multiple mini-interview) and critical thinking tests as nonacademic measures. There is evidence that prepharmacy GPA, the PCAT and admissions interviews are correlated with academic success in a pharmacy program. Repeating a prepharmacy course is a negative predictor of academic success. The multiple mini-interview and various critical thinking tests have been studied in pharmacy admissions, but the evidence to date does not support their use for predicting success. Several areas require further research, including finding an effective measure of reasoning and critical thinking skills. The relationship between admission test scores and clinical performance also requires further study, as academic achievement in pharmacy programs has been the main measure of success to date.

Don’t Believe Everything About Science Online: Revisiting the Fake Pacific Northwest Tree Octopus in an Introductory Biology College Course

2021 ◽  
Vol 32 (2) ◽  
pp. 159-163
Author(s):  
Shem Unger ◽  
◽  
Mark Rollins ◽  
Keyword(s):  
Critical Thinking ◽  
Academic Success ◽  
Pacific Northwest ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Media ◽  
Online Information ◽  
Introductory Biology ◽  
College Course ◽  
Critical Skills

Evaluating the veracity and reliability of online media in science is an integral part of developing critical skills in science. Moreover, the 1st year biology courses should provide an avenue for students to acquire these skills for academic success. This study evaluated whether students (n = 90) exposed to an apparently credible website were able to distinguish whether a species existed as part of two short online activities. Surprisingly, a high number of students did not question the species in the initial activity and assumed it was real. However, most as part of the second assessment did report it was false. Some students failed to recognize the species as fake and thought the species was real even after watching a parody or satirical video on YouTube. All students agreed that critical thinking in science was important and the majority of students gave positive feedback on the activity. Potential explanations for students’ inability to adequately assess information included students completing the assignment quickly and lack of further research. This kind of activity is recommended to expose the 1st year biology majors to critical thinking skills and accurate assessment of online information in science.

scholarly journals Outcome Assessment of General Education 21st Century Competency Skills: Close the Loop Efforts in the United States

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Nhung Thi Tuyet Pham
Keyword(s):  
Critical Thinking ◽  
General Education ◽  
Student Learning ◽  
Descriptive Analysis ◽  
The United States ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Quantitative Literacy ◽  
Comprehensive University ◽  
The University

Over the past several years, various stakeholders have continued to express concerns about the quality of U.S. higher education. Under the accountability and transparency pressures, institutions must provide evidence of student learning, especially the value of general education programs upon graduation. Therefore, a case study at a U.S. comprehensive university was conducted to assess five general education competency skills (written, oral, quantitative literacy, critical thinking and information literacy). To facilitate “close the loop” conversations with faculty and committees, in addition to descriptive analysis, the university disaggregated the assessment data in a non-traditional way by examining the relationship of student factors (race, year and college) and student learning. The researcher used ANCOVA and ANOVA to identify significant differences. Results indicated year and race were related to student outcomes, except for critical thinking skills. The researcher provided suggestions for use of the study’s findings to close the loop in the general education program.

Critical Thinking Skills through Reflective Journal Writing Among Non – Science Majors: Basis for an Enhancement Guide

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Joy D. Talens
Keyword(s):  
Quality Assurance ◽  
Critical Thinking ◽  
Transformative Learning ◽  
Journal Writing ◽  
Thinking Skills ◽  
Instructional Program ◽  
Critical Thinking Skills ◽  
Total Quality ◽  
Reflective Journal ◽  
Bachelor Of Science

Physical Science involves study of non – living things. Since it is being offered among non–majors, teachers surmount challenges particularly appreciation for scientific inquiry. Likewise, De la Salle Lipa exposes students to transformative learning approach to attain its expected La Sallian Graduate Attributes and one of which is being a critical thinker. Thus, this study assessed the extent by which critical thinking skills were enhanced through reflective journal writing. Using the descriptive instructional method of research, this study used the Provus Evaluation Model in its approach to assessment of major variables concerned. Purposive sampling technique was used among 80 Second Year Bachelor of Science in Accountancy and Bachelor of Science in Legal Management who were enrolled during the second semester of School Year 2011 – 2012. Data and other information needed were gathered through questionnaires, informal interviews, observations, documentary analysis and the use of triangulation of data. Results revealed that indicators of critical thinking skills have been found to have been “enhanced to a great extent” However, in consideration of the Total Quality Assurance (TQA), it was found that gap existed between the mean assessment of the respondents and the intent of TQA. In consideration of the findings, an enhancement guide has been proposed to introduce and implement reflective journal writing among non – majors in college or universities’ quest to continuously improve instructional program and attain total quality assurance.   Keywords - reflective journal writing, critical thinking skills, total quality assurance.

scholarly journals Supporting Teacher Candidates' Development of Critical Thinking Skills Through Dialogue and Reflection

2021 ◽  
pp. 1445-1468
Author(s):  
Trevor Thomas Stewart
Keyword(s):  
Critical Thinking ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
The United States ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Student Centered ◽  
Support Teacher

This chapter employs a dialogic, sociocultural perspective to describe ways teacher educators can support teacher candidates as they develop the critical thinking skills needed to make the transition from student to teacher in contemporary classrooms in the United States. Data from a longitudinal qualitative study are used to examine the utility of problem-posing seminars and subsequent reflection as tools that can help English teacher candidates embrace the tension they encounter as competing ideologies both complicate and nurture their efforts to enact a student-centered framework for teaching. Specifically, participants' reflections on their efforts to employ dialogic approaches to teaching are explored in the context of standardized curricula and classroom settings. Data suggest that making dialogue and reflection key facets of teacher education programs creates conditions for critical thinking and creativity to flourish.

scholarly journals Multiple-Choice Exams: An Obstacle for Higher-Level Thinking in Introductory Science Classes

2012 ◽  
Vol 11 (3) ◽  
pp. 294-306 ◽  
Author(s):  
Kathrin F. Stanger-Hall
Keyword(s):  
Critical Thinking ◽  
Gender Bias ◽  
Multiple Choice ◽  
Thinking Skills ◽  
Study Strategies ◽  
Critical Thinking Skills ◽  
Final Exam ◽  
Grade Point ◽  
Introductory Science ◽  
Science Classes

Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not see the need to modify their study strategies for critical thinking, because the MC exam format has not changed. To test the effect of exam format, I used two sections of an introductory biology class. One section was assessed with exams in the traditional MC format, the other section was assessed with both MC and constructed-response (CR) questions. The mixed exam format was correlated with significantly more cognitively active study behaviors and a significantly better performance on the cumulative final exam (after accounting for grade point average and gender). There was also less gender-bias in the CR answers. This suggests that the MC-only exam format indeed hinders critical thinking in introductory science classes. Introducing CR questions encouraged students to learn more and to be better critical thinkers and reduced gender bias. However, student resistance increased as students adjusted their perceptions of their own critical-thinking abilities.

scholarly journals Examination of Critical Thinking Skills of Preservice Science Teachers: A Perspective of Social Constructivist Theory

2018 ◽  
Vol 7 (4) ◽  
pp. 179 ◽  
Author(s):  
Umit Demiral
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Grade Point Average ◽  
Science Teachers ◽  
Grade Level ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Grade Point ◽  
Preservice Science Teachers ◽  
Significant Difference

The purpose of this study is to examine the critical thinking skills of preservice science teachers in terms of various variables (gender, grade level, academic grade point average, participation in activities) and their opinions. In the research, sequential explanatory design, which is one of the mixed method research designs, was used. The study was carried out with 200 preservice teachers studying at Science Education Department of a state university chosen at Cappadocia region of Turkey. Interviews were conducted with low-level (f=7) and high-level (f=7) preservice teachers selected by means of purposive sampling method from these pre-service teachers participating in the study. Regarding the quantitative and qualitative data obtained; it has been determined that the critical thinking skills of the preservice teachers did not show any significant difference according to gender, grade level and academic grade point average, but there was a significant difference in terms of the activities performed. Preservice teachers expressed that their family structures, social environments in which they interact, and characteristic features were said to be effective in the development of critical thinking skills. Regarding the findings, it has been concluded that trainings that will evoke higher level skills such as critical thinking skills in universities can be effective, but the social and cultural background of the preservice teachers are also effective on these skills. It is recommended to prepare contents that enhance higher level skills such as critical thinking skills as well as education for pedagogy or content knowledge given at universities.

scholarly journals Developing a Critical Consciousness with Elementary Students as A Catalyst for Academic Success

2021 ◽  
Vol 15 (1) ◽  
pp. 90-112
Author(s):  
Marisol Diaz
Keyword(s):  
Academic Success ◽  
Critical Pedagogy ◽  
English Language ◽  
Critical Consciousness ◽  
The United States ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Consciousness Development ◽  
Mexico Border ◽  
The Impact

Students of Mexican backgrounds have experienced oppressive schooling practices and classroom pedagogies that create academic achievement gaps. This article presents the work of the author, who taught for six years in a Title I elementary school near the United States and Mexico border. Based on an autoethnographic study that investigated the impact of critical pedagogy in the classroom, the author explores the extent to which the pedagogical approach mediated students’ critical consciousness development, resulting in a trajectory of academic success. The study analyzes six years of student work, self-reflection, and the daily routines of the classroom. The findings suggest that the students’ development of critical consciousness catalyzed their critical thinking skills, which they in turn applied to a wide array of academic content, including mathematics, science, and English language arts.

Collaborative learning and critical thinking skills: Effects of a debate-based pedagogy

2018 ◽  
Vol 10 (1) ◽  
pp. 61
Author(s):  
Yvonne Malone ◽  
Tony Michael
Keyword(s):  
United States ◽  
Critical Thinking ◽  
Graduate Students ◽  
Collaborative Learning ◽  
The United States ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Adolescent Psychology ◽  
Before And After ◽  
Class Period

The authors added debates in two adolescent psychology classes in the southern region of the United States that were heretofore a lecture class. There were approximately 45 students in each of the classes, including both undergraduate and graduate students, and debate teams consisted of four to five members. Each debate was allotted one class period (80 minutes): 60 minutes of debate time with the last 20 minutes reserved for questions and discussion from the entire class. Students took a survey before and after the debates, rating themselves on critical thinking skills. Based on their ratings, there was significant perceived improvement after participating in debates. Last, the authors conclude with providing future considerations and tips to other educators for implementing debates within their course.   Keywords: Debates, collaborative learning, critical thinking, pedagogy, college students.    

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