Fostering critical thinking in pharmaceutical chemistry: A cross-sectional study
DOI:
https://doi.org/10.46542/pe.2022.221.866871Keywords:
Collaborative learning , Pharmaceutical chemistry, Problem-based learningAbstract
Background: The fundamentals of pharmaceutical chemistry are difficult to relate to the pharmacy profession for first-year pharmacy students, and most of them use the surface approach to complete it. This study aimed to determine pharmacy students’ perception and critical thinking skills in solving real problem-based questions.
Methods: This study employed pre- and post-survey to understand undergraduates’ perceptions and critical thinking skills in solving questions through a problem-based approach.
Results: A total of 130 respondents (74%) participated in the questionnaire survey. After completing problem-based questions, pharmacy students were able to apply basic organic concepts to solve questions on synthesis pathways and impurities and relate to regulatory and environmental, social, and governance guidelines. The majority of pharmacy students highly rated the collaborative problem-based learning session and found the questions relevant to the pharmacy profession.
Conclusion: In conclusion, carefully designed problem-based assignment questions could train pharmacy students with twenty-first-century skills.
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