Real world problems in developing a critical thinking approach to learning in Pharmacology

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Title Real world problems in developing a critical thinking approach to learning in Pharmacology
Author Rose'Meyer, Roselyn Barbara; Rose'Meyer, Chris
Journal Name The International Journal of Learning
Year Published 2009
Place of publication Australia
Publisher Common Ground
Abstract Abstract: In science courses that require significant recall of facts and information it is often easy to neglect key graduate skills such as higher order thinking skills and critical evaluation of both data and text. Furthermore, student engagement can decline when the relevance of the learning material is not immediately evident to students. Therefore a suite of innovative and distinctive activities to promote learning in the discipline of pharmacology has been prepared. Tutorial problems were designed using materials from a variety of sources to extend student learning from recall and understanding to higher levels of thinking (including application, analysis, synthesis and evaluation of information). A diverse range of source material such as newspapers, journal articles and television programs to determine contemporary issues in pharmacology, therapeutics or general medicine have been used. The study of science to societal problems is one way of engaging students. Students are challenged to review the material and complete exercises that require significant understanding of pharmacological principles. Course evaluations following these classes showed that students found the way problems were structured helped them to understand concepts in pharmacology and provided them with a range of intellectual challenges. Over the three years that critical thinking activities were introduced into the curriculum, the program consistently obtained a score >5.6/7 for effectiveness of the teaching methods and > 5.8/7 for effectiveness of the course in helping students to learn. Having had an opportunity to reflect on student performance, the approach outlined above advantages students to acquire a deep understanding of the subject material.
Peer Reviewed Yes
Published Yes
Publisher URI http://thelearner.com/Journal/
Alternative URI http://ijl.cgpublisher.com/product/pub.30/prod.2225
Copyright Statement Copyright remains with the authors 2009. This is the author-manuscript version of this paper. It is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this journal please refer to the journal's website or contact the authors.
Volume 16
Issue Number 6
Page from 679
Page to 688
ISSN 1447-9494
Date Accessioned 2010-02-24
Date Available 2010-08-30T07:02:16Z
Language en_AU
Research Centre Griffith Health Institute; Heart Foundation Research Centre
Faculty Griffith Health Faculty
Subject Education
URI http://hdl.handle.net/10072/30905
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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