Fostering critical thinking in pharmaceutical chemistry: A cross-sectional study

Authors

  • Chee-Yan Choo Faculty of Pharmacy, Universiti Teknologi MARA, Selangor, Malaysia
  • Long Chiau Ming Universiti Brunei Darussalam, Gadong, Brunei Darussalam
  • Ching Siang Tan KPJ Healthcare University College, Nilai, Malaysia https://orcid.org/0000-0002-5069-3314

DOI:

https://doi.org/10.46542/pe.2022.221.866871

Keywords:

Collaborative learning , Pharmaceutical chemistry, Problem-based learning

Abstract

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.

Author Biographies

Chee-Yan Choo, Faculty of Pharmacy, Universiti Teknologi MARA, Selangor, Malaysia

MedChem Herbal Research Group & Department of Pharmaceutical Chemistry and Pharmacology

Long Chiau Ming, Universiti Brunei Darussalam, Gadong, Brunei Darussalam

PAP Rashidah Sa’adatul Bolkiah Institute of Health Sciences

Ching Siang Tan, KPJ Healthcare University College, Nilai, Malaysia

School of Pharmacy

References

Albanese, M. A., & Mitchell, S. (1993). Problem-based learning: a review of literature on its outcomes and implementation issues. Academic medicine, 68(1), 52–81. https://doi.org/10.1097/00001888-199301000-00012

Carriger, M.S. (2015). Problem-based learning and management development: Empirical and theoretical considerations. The International Journal of Management in Education, 13(3), 249-259. https://doi.org/10.1016/j.ijme.2015.07.003

Choo, C.Y., Abdul Rahim, A.S. (2021). Pharmacy Students’ Perceptions and Performance from a Microlearning-based Virtual Practical on the Elucidation of Absolute Configuration of Drugs. Asian Journal of University Education (AJUE),17(4),1-10. https://doi.org/10.24191/ajue.v17i4.16187

Gao, S., Wang, Y., Jiang, B., & Fu, Y. (2018). Application of problem-based learning in instrumental analysis teaching at Northeast Agricultural University. Analytical and bioanalytical chemistry, 410(16), 3621-3627. https://doi.org/10.1007/s00216-018-1025-7

Hrastinski, S. (2021). Teachers as developers of local evidence to improve digital course design. Interactive Learning Environments, 29(4), 648-654. https://doi.org/10.1080/10494820.2019.1594959

Joynes, C., Rossignoli, S., Amonoo-Kuofi, E.F. (2019). 21st Century Skills: Evidence of issues in definition, demand, and delivery for development contexts (K4D Helpdesk Report). Brighton, UK: Institute of Development Studies. Retrieved from https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14674

Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3), 681-718. https://doi.org/10.3102/0034654315627366

Lindblom-Ylänne, S., Parpala, A., & Postareff, L. (2019). What constitutes the surface approach to learning in the light of new empirical evidence?. Studies in Higher Education, 44(12), 2183-2195. https://doi.org/10.1080/03075079.2018.1482267

Marton, F., & Säljö, R. (1997). Approaches to learning. In: F. Marton, D. Hounsell & N. Entwistle (Eds) The experience of learning. Implications for teaching and studying in higher education. Edinburgh: Scottish Academic Press, 39–58

Nacu, D., Martin, C.K., Pinkard, N. (2018). Designing for 21st century learning online: A heuristic method to enable educator learning support roles. Educational Technology Research and Development, 66(4), 1029-1049. https://doi.org/10.1007/s11423-018-9603-0

Nunnally, J.C., Bernstein, I.H. (1994). Psychometric theory (3rd ed.) McGraw-Hill

Nussbaum, M., Barahona, C., Rodriguez, F., Guentulle, V., Lopez, F., Vazquez-Uscanga, E., & Cabezas, V. (2021). Taking critical thinking, creativity and grit online. Educational technology research and development, 69(1), 201-206. https://doi.org/10.1007/s11423-020-09867-1

Rodemer, M., Eckhard, J., Graulich, N., Bernholt, S. (2021) Connecting explanations to representations: benefits of highlighting techniques in tutorial videos on students’ learning in organic chemistry. International Journal of Science Education, 43(17), 2707-2728. https://doi.org/10.1080/09500693.2021.1985743

Rubenfeld, M.G., & Scheffer, B.K. (2006). Critical Thinking TACTICS for Nurses: Achieving the IOM competencies. Boston: Jones & Bartlett Learning

Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), 31-38. Retrieved from https://www.jstor.org/stable/44428296

Sullivan, F.R. (2021). Critical pedagogy and teacher professional development for online and blended learning: the equity imperative in the shift to digital. Educational Technology Research and Development, 69(1), 21-24. https://doi.org/10.1007/s11423-020-09864-4

Walker, G. (2005). Critical thinking in asynchronous discussions. International Journal of Instructional Technology and Distance Learning, 2(6),15–22

Willingham, D.T. (2008). Critical thinking: Why is it so hard to teach? Arts Education Policy Review, 109(4), 8-19. https://doi.org/10.3200/AEPR.109.4.21-32

Downloads

Published

2022-10-22

How to Cite

Choo, C.-Y., Chiau Ming, L., & Tan, C. S. (2022). Fostering critical thinking in pharmaceutical chemistry: A cross-sectional study. Pharmacy Education, 22(1), p. 866–871. https://doi.org/10.46542/pe.2022.221.866871

Issue

Section

Research Article