RESEARCH ARTICLE: Preparing students for pharmacy practice using critical thinking and reflection
DOI:
https://doi.org/10.46542/pe.2021.211.789802Keywords:
Critical thinking, Patient case, Reflection, United States healthcare systemAbstract
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.
References
Accreditation Council for Pharmacy Education. (2015, February 2). Accreditation Standards and Key Elements for the Professional Program in Pharmacy Leading to the Doctor of Pharmacy Degree ("Standards 2016"). https://www.acpe-accredit.org/pdf/Standards2016FINAL.pdf
Amin, M., Norgaard, L.S., Cavaco, A.M., Witry, M.J., Hillman, L., Cernasev, A., et al. (2020). Establishing trustworthiness and authenticity in qualitative pharmacy research. Research in Social and Administrative Pharmacy, 16(10), 1472-1482. https://doi.org/10.1016/j.sapharm.2020.02.005
Bubb, R. (2012). Assessing student learning. In W. Buskist, & V.A. Benassi (Eds), Effective college and university teaching: Strategies and tactics for the new professoriate (pp. 115-124). Thousand Oaks, CA: Sage Publications, Inc. https://doi.org/10.4135/9781452244006.n13
Bush, A.A., & Amechi, M.H. (2019). Conducting and presenting qualitative research in pharmacy education. Currents in Pharmacy Teaching and Learning, 11(6), 638-650. https://doi.org/10.1016/j.cptl.2019.02.030
Castleberry, A., & Nolen, A. (2018). Thematic analysis of qualitative research data: Is it as easy as it sounds? Currents in Pharmacy Teaching and Learning, 10(6), 807-815. https://doi.org/10.1016/j.cptl.2018.03.019
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillside, NJ: Lawrence Erbaum Associates
Garza, K.B., Moseley, L.E., Wright, B.M., & Ford, C.R. (2021). Evaluating the impact of a longitudinal patient case on the development of professionalism and professional identity. New Directions for Teaching and Learning, 89–101. https://doi.org/10.1002/tl.20471
Hamari, J., Shernoff, D.J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179. https://doi.org/10.1016/j.chb.2015.07.045
Joint Commission of Pharmacy Practitioners. (2014, May 29). Pharmacists’ patient care process. Retrieved November 4, 2021from https://jcpp.net/wp-content/uploads/2016/03/PatientCareProcess-with-supporting-organizations.pdf
Nerali, J., Telang, L., Telang, A., & Chakravarthy, P. (2016). The role of self-directed learning in problem-based learning: Health professions education. Archives of Medicine and Health Sciences, 4(1), 125-126. https://doi.org/10.4103/2321-4848.183364
O'Brien, B.C., Harris, I.B., Beckman, T.J., Reed, D.A., & Cook, D.A. (2014). Standards for reporting qualitative research: a synthesis of recommendations. Academic Medicine, 89(9), 1245-1251. https://doi.org/10.1097/ACM.0000000000000388
Paolini, A. (2015). Enhancing teaching effectiveness and student learning outcomes. Journal of Effective Teaching, 15(1), 20-33
Persky, A.M., Medina, M.S., & Castleberry, A.N. (2019). Developing critical thinking skills in pharmacy students. American Journal of Pharmaceutical Education, 83(2), 7033. https://doi.org/10.5688/ajpe7033
Piaget, J. (1950). Explanation in sociology. In J. Piaget (Ed.), Sociological studies (pp. 30-96). New York, NY: Routledge
Piaget, J., & Cook, M. (1952). The origins of intelligence in children. New York, NY: International Universities Press
Roberts, K., Dowell, A., & Nie, J.B. (2019). Attempting rigour and replicability in thematic analysis of qualitative research data: A case study of codebook development. BMC Medical Research Methodology, 19(1), 66. https://doi.org/10.1186/s12874-019-0707-y
Svinicki, M., & McKeachie, W. (2014). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers. Belmont, CA: Wadsworth Cengage Learning
Vande Wiele, P., Morris, D., Ribière, V., & Ermine, J. (2017). Project based learning for professional identity: A case study of collaborative industry projects in marketing. The Independent Journal of Teaching and Learning, 12(2), 44-63. https://journals.co.za/doi/pdf/10.10520/EJC-c4e4139ef
Wright, B.M., Hornsby, L., Marlowe, K.F., Fowlin, J., Surry, D.W. (2018). Innovating pharmacy curriculum through backward design. TechTrends, 62(3), 224-229. https://doi.org/10.1007/s11528-018-0283-8
