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An online debate series for first-year pharmacy students
Swu-Jane Lin1, Stephanie Y Crawford
1University of Illinois at Chicago, College of Pharmacy, USA.
American Journal of Pharmaceutical Education
|April 13, 2007
Summary
An online debate series enhanced pharmacy students' critical thinking and communication skills. This educational strategy effectively facilitated group work and improved persuasive writing abilities.
Area of Science:
- Pharmacy Education
- Health Sciences Education
Background:
- Introductory core courses for pharmacy students often lack engaging methods to address complex healthcare issues.
- Developing critical thinking and communication skills is essential for first-professional year pharmacy students.
Purpose of the Study:
- To describe an online debate series implemented in an introductory pharmacy course.
- To assess the impact of online debates on students' critical thinking, communication, and group process skills.
- To evaluate the feasibility of online debates as a teaching strategy in pharmacy education.
Main Methods:
- 162 first-professional year pharmacy students were divided into 40 teams, with half assigned as 'Pros' and half as 'Cons'.
- Teams engaged in online debates over a 12-week period, posting arguments in a forum.
- A panel of 3 judges evaluated the debates, with feedback provided to students.
Main Results:
- Thematic analysis of qualitative data indicated the online debate component effectively fostered teamwork.
- Students demonstrated an improved ability to understand and articulate alternative perspectives on complex issues.
- The strategy proved successful in enhancing students' written argumentation skills.
Conclusions:
- The online debate forum represents a feasible and effective teaching and learning strategy for pharmacy students.
- This novel approach improved communication skills, critical thinking, and knowledge scope.
- The platform successfully facilitated group processes and encouraged tolerance for diverse viewpoints.
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