scholarly journals Preparing students for pharmacy practice using critical thinking and reflection

2021 ◽  
pp. 789-802
Author(s):  
Kimberly B. Garza ◽  
Channing R. Ford ◽  
Lindsey E. Moseley ◽  
Bradley M. Wright
Keyword(s):  
Critical Thinking ◽  
Identity Development ◽  
Student Perceptions ◽  
Learning Experience ◽  
Pharmacy Practice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pharmacy Education ◽  
Care Process ◽  
Course Grades

Background: Social, behavioural, and administrative sciences are among the Accreditation Council of Pharmacy Education (ACPE) mandated foundational knowledge requirements for pharmacy school curricula. However, they are often taught in isolation, whereby students lose sight of their meaning and significance in the Pharmacists’ Patient Care Process (PPCP). Objective: The objective was to assess performance and critical thinking skills and explore student perceptions of a Longitudinal Patient Case assignment that integrates knowledge from multiple domains into a learning experience exploring how patients and pharmacists navigate the complexities of the US healthcare system. Methods: Student pharmacists developed their case throughout the term by incorporating course concepts, then submitted a narrated PowerPoint presentation. Quantitative data sources included overall scores, scores for each domain, midterm and final examination scores, and final course grades, analysed using descriptive statistics and Pearson’s correlation. Student reflections encouraged self-discovery and professional identity development and served as the qualitative data source. Thematic analysis occurred through a multi-phase approach. Results: All first-year student pharmacists (n = 153) participated. Scores on the narrated PowerPoint were significantly correlated with midterm and final exams and were moderately correlated with overall course grades. Themes that evolved from students’ self-reflections focused on project execution and learning/knowledge. Conclusions: Synthesising and applying content across a course in this manner enables students to make connections, think critically, and be creative.

scholarly journals Research Based Learning (RBL): How to Improve Critical Thinking Skills?

2018 ◽  
Vol 42 ◽  
pp. 00042 ◽  
Author(s):  
Tri Saptuti Susiani ◽  
Moh Salimi ◽  
Ratna Hidayah
Keyword(s):  
Critical Thinking ◽  
Learning Experience ◽  
Self Regulation ◽  
Thinking Skills ◽  
Qualitative Approach ◽  
Critical Thinking Skills ◽  
Future Teachers ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Quality Learning

Critical thinking is a part of the 21th century necessary skills trained to future teachers. Research-based learning (RBL) presents as an alternative learning model that can develop the critical thinking skills. This study aims at describing the effect of the implementation of the research-based Learning (RBL) to develop future teachers’ critical thinking skills. Qualitative approach was used in this classroom research. The participants in this study consisted of 106 future teachers. Data were collected using observation and test. The results of the research indicate that the implementation research-based learning (RBL) can develop critical thinking skills. It is proved by the fact that the students were able to show their interpretation, analysis, evaluation, inference and explanation abilities. Meanwhile, aspect of self- regulation ability has not yet been able to be found. This research were used to make more sure previous research that implementation of the RBL can improve the quality learning process and make positive changes for the students in the intellectual and emotional. This research provides a different learning experience which can develop critical thinking skill.

scholarly journals A SURVEY ANALYSIS OF PRE-SERVICE CHEMISTRY TEACHERS' CRITICAL THINKING SKILLS

2018 ◽  
Author(s):  
Irwanto
Keyword(s):  
Critical Thinking ◽  
Grade Level ◽  
Learning Experience ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Survey Analysis ◽  
Chemistry Teachers ◽  
Significant Difference

This study aimed at analyzing the level of students' critical thinking skills as well as investigating the correlation between students' critical thinking skills and their grade level. A survey involving 220 pre-service chemistry teachers of Yogyakarta State University, Indonesia was conducted. The sample was taken using the convenience sampling technique. The data were collected using a Critical Thinking Rubric (OHRCT) developed by Oliver-Hoyo (2003). The result of this study shows that (i) the average score of students' critical thinking skills was still considered low (13.95±2.151), (ii) abstract and written presentation appeared as the components that obtained the highest and the lowest score respectively, (iii) significant difference was found between the score of students' critical thinking skills based on grade level in favour of junior students (p=0.000), and (iv) a moderate positive and linear correlation existed between the students' critical thinking skills and grade level (r=0.442, p=0.000). The findings indicate that the improvement in students' critical thinking skills has certain influences on the improvement of students' cognition and learning experience after attending courses in chemistry. Based on the result, several recommendations have been proposed to improve university students' critical thinking skills.

scholarly journals Use Of Video-Based Cases As A Medium To Develop Critical Thinking Skills In Health Science Students

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Genevieve Pinto Zipp Zipp ◽  
Cathy Maher
Keyword(s):  
Critical Thinking ◽  
Student Perceptions ◽  
Classroom Environment ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Health Science ◽  
Physical Therapy Education ◽  
Real Patient ◽  
Therapy Education

One learning strategy that, at present, has not been widely used in graduate Physical Therapy education is “video based cases”. The use of visually unfolding case-based experience provides students a unique opportunity to experience real patient scenarios in their classroom environment. The purpose of this paper is to provide data on student perceptions of usefulness of the video based case experience in promoting their ability to organize, prioritize, and integrate content knowledge for the development of effective critical thinking skills.

scholarly journals PENGARUH MODEL INQUIRY LEARNING DAN DIRECT INSTRUCTION DALAM PENDIDIKAN JASMANI TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 3 (1) ◽  
pp. 48-56
Author(s):  
Eko Prasetyo
Keyword(s):  
Critical Thinking ◽  
Direct Instruction ◽  
Junior High School ◽  
Learning Experience ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Measurement Tool ◽  
Student Centered ◽  
Student Centered Learning

This study aims to determine the effect between instructional model Inquiry Learning and Direct Instruction to critical thinking skills of Junior High School children in accordance with gender differences between men and women. The method used in this research is to use the experimental method using a quantitative approach with the type of case study. In this study, the measurement tool is a questionnaire that the author quotes from the questionnaire Bambang Abduljabar. The results of this study are: Inquiry learning model in learning pemas can improve students' critical thinking skills without feared will be influenced by sex differences in students. The more student-centered learning of lead will contribute positively to the students' cognitive development, even giving the student a pleasurable learning experience.

scholarly journals Pengembangan model pembelajaran berbasis konstruktivistik kolaboratif mata pelajaran Pendidikan Agama Islam untuk meningkatkan kemampuan berfikir kritis siswa kelas V SDN Meri 1 Kota Mojokerto

2017 ◽  
Vol 7 (1) ◽  
pp. 61
Author(s):  
Sudar Kajin
Keyword(s):  
Critical Thinking ◽  
Religious Education ◽  
Learning Experience ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Islamic Education ◽  
Learning Tool ◽  
Innovative Learning ◽  
Interesting Learning

Constructivism-Collaborative-based learning tools in improving critical thinking skills become an interesting learning model and assist the teacher's task in improving the effectiveness of learning, hence the need of an innovative learning tool to improve students' critical thinking ability. One learning tool that includes a set of planned learning experience that is arranged in a systematic, operational, and directed to help students master specific learning objectives is a collaborative-based Constructivist-Collaborative learning tool in improving the ability to think critically. The purpose of this research development is: 1.) To determine the feasibility of constructive collaborative lesson constructivist Islamic Education lesson according to peers. 2) To know the feasibility of constructive collaborative lesson of constructivism of Islamic Religious Education subject by Expert 3) To know the interest of the students of grade V of SDN Meri 1 Kota Mojokerto to the constructivist constructivism lesson of Islamic Education subject. The selection and use of collaborative constructivist-based learning models can effectively streamline and streamline the implementation of learning. For that purpose, collaborative constructivism-based learning model is absolutely necessary. Islamic Religion Education Learning Learning This collaborative constructivism based learning model has been refined based on analysis of trial data. Based on the steps that have been implemented can be concluded as follows. 1). Constructivist constructivist lesson of Islamic Religious Education is feasible according to peers. 2) constructivist constructivism lesson of Islamic Religious Education is feasible according to Expert 3) Grade V students of SDN Meri 1 Kota Mojokerto are interested in collaborative constructivist lesson of subjects of Islamic Religious Education

scholarly journals The Utilization of Open Educational Resources in the Collaborative Learning Environment to Enhance the Critical Thinking Skill

2018 ◽  
Vol 8 (1) ◽  
pp. 73 ◽  
Author(s):  
Dwi Sulisworo ◽  
Fakhrunisyah Syarif
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Learning Experience ◽  
Thinking Skills ◽  
Open Educational Resources ◽  
Critical Thinking Skills ◽  
Educational Resources ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
School Students

Critical thinking as an outcome of learning is an essential issue in education. The application of the concept of Open Educational Resources or OER provides opportunities for students to obtain information more efficiently to support their learning. On the other hand, the collaborative learning is believed to be a robust pedagogical approach to build a good learning experience. This research describes and explores how the application of collaborative learning by using OER can enhance critical thinking skills. The method of this study was the pre-test and post-test one group design in physics lessons at secondary school students. Statistical analysis used paired t-test with an error of 5%. The teacher can measure the critical thinking skill by giving essay test. Scoring considered the process undertaken in problem-solving. The results of this study showed an increase in critical thinking skills significantly. This study also further discusses the implications associated with this research on learning physics.

scholarly journals The Case For Arts Education As A Required Component Of An Accounting Students College Education

2004 ◽  
Vol 1 (11) ◽  
Author(s):  
J. David Mason ◽  
Rebecca Mason Stefoff
Keyword(s):  
Critical Thinking ◽  
Student Perceptions ◽  
Arts Education ◽  
Selection Process ◽  
College Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Accounting Students ◽  
Accounting Profession ◽  
Self Selection

A recent study has highlighted the importance of student perceptions of the accounting profession and the resultant self-selection process. This self-selection process may result in students self-selecting into the accounting area who are deficient in the essential qualities for success in the modern accounting profession. Warnock (1996) reports that among 1st year accounting students a still pervasive image of the accountant is that it is not particularly important to have either imagination or verbal qualities or communication or critical thinking skills and thus students who are weak in the above qualities often self-select into accounting as a major.  The purpose of this paper is to introduce into the accounting literature the results of an emerging body of research that suggests arts education can enhance or help accounting students overcome these deficiencies.

Student Belief and Involvement in the Paranormal and Performance in Introductory Psychology

1989 ◽  
Vol 16 (4) ◽  
pp. 187-191 ◽  
Author(s):  
Wayne S. Messer ◽  
Richard A. Griggs
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Introductory Psychology ◽  
Critical Thinking Skills ◽  
Personal Involvement ◽  
Course Grades ◽  
And Performance

Student belief and. involvement in 10 paranormal phenomena were assessed via questionnaire. Prevalence of belief was extensive, with over 99% of the sample expressing belief in at least one phenomenon. Personal involvement was less prevalent but substantial. Over 65% indicated personal involvement in at least one phenomenon. In addition, men who believed in ESP/psycho-kinesis and firewalking and women who felt they had personally experienced precognition during dreams had significantly lower course grades than their skeptical and uninvolved counterparts, even when the effect of SAT score was removed. In light of these findings, we discuss the introductory psychology instructor's role in combating unfounded beliefs and fostering critical thinking skills.

A Survey Analysis of Pre-service Chemistry Teachers' Critical Thinking Skills

2021 ◽  
pp. 57-73
Author(s):  
Irwanto Irwanto ◽  
Eli Rohaeti ◽  
A.K. Prodjosantoso
Keyword(s):  
Critical Thinking ◽  
Grade Level ◽  
Learning Experience ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Survey Analysis ◽  
Chemistry Teachers ◽  
Significant Difference

This study aimed at analyzing the level of students' critical thinking skills as well as investigating the correlation between students' critical thinking skills and their grade level. A survey involving 220 pre-service chemistry teachers of Yogyakarta State University, Indonesia was conducted. The sample was taken using the convenience sampling technique. The data were collected using a Critical Thinking Rubric (OHRCT) developed by Oliver-Hoyo (2003). The result of this study shows that (i) the average score of students' critical thinking skills was still considered low (13.95±2.151), (ii) abstract and written presentation appeared as the components that obtained the highest and the lowest score respectively, (iii) significant difference was found between the score of students' critical thinking skills based on grade level in favour of junior students (p=0.000), and (iv) a moderate positive and linear correlation existed between the students' critical thinking skills and grade level (r=0.442, p=0.000). The findings indicate that the improvement in students' critical thinking skills has certain influences on the improvement of students' cognition and learning experience after attending courses in chemistry. Based on the result, several recommendations have been proposed to improve university students' critical thinking skills.

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