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Active learning through a debate series in a first-year pharmacy self-care course
Stacie J Lampkin1, Christine Collins1, Ryan Danison1
1D'Youville College School of Pharmacy, Buffalo, New York.
American Journal of Pharmaceutical Education
|April 11, 2015
Summary
Formal debates in pharmacy education significantly improved student knowledge by up to 36% and enhanced essential skills. This active learning method prepares students for successful careers as pharmacists.
Area of Science:
- Pharmacy Education
- Active Learning Strategies
Background:
- Traditional didactic lectures may not fully develop essential professional skills.
- Pharmacy curricula increasingly emphasize practical skills alongside theoretical knowledge.
Purpose of the Study:
- To assess the efficacy of formal debates in pharmacy education.
- To evaluate debates as a method for enhancing knowledge and core competencies.
- To determine the impact on critical thinking, communication, public speaking, research, and teamwork.
Main Methods:
- Debates were integrated into a self-care pharmacy course.
- Students engaged with controversial topics relevant to pharmacy practice.
- Quantitative analysis measured learning gains and skill development.
Main Results:
- Pre- and post-debate quizzes demonstrated up to a 36% improvement in knowledge retention.
- Significant shifts in student opinions (up to 31%) were observed.
- Students reported increased confidence in essential skill sets.
Conclusions:
- Formal debates are a valuable pedagogical tool in pharmacy education.
- This method effectively enhances both subject matter comprehension and professional skill development.
- Debates equip future pharmacists with crucial competencies for practice.
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