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Assessing development in critical thinking: One institution's experience.

Michael J Peeters1, Sai H S Boddu1

  • 1University of Toledo College of Pharmacy and Pharmaceutical Sciences, Toledo, OH.

Currents in Pharmacy Teaching & Learning
|August 3, 2018
PubMed
Summary
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Pharmacy students showed significant growth in moral reasoning but minimal gains in critical thinking skills during their Doctor of Pharmacy (Pharm.D.) program. Both thinking skills correlated with academic success.

Area of Science:

  • Health Professions Education
  • Cognitive Psychology

Background:

  • Higher education aims to enhance critical and moral thinking.
  • The Doctor of Pharmacy (Pharm.D.) program is a key area for examining cognitive development.

Purpose of the Study:

  • To assess the development of critical and moral thinking skills in Pharm.D. students.
  • To correlate thinking skills with academic performance (GPA).

Main Methods:

  • Administered California Critical Thinking Skills Test (CCTST), Health Sciences Reasoning Test (HSRT), and Defining Issues Test (DIT2) to Pharm.D. students across four academic sessions.
  • Correlated test scores with undergraduate and graduate Grade-Point Averages (GPAs).

Main Results:

  • Found minimal improvement in foundational critical thinking (CCTST, HSRT) but substantial development in moral reasoning (DIT2) over the program.
Keywords:
AssessmentCalifornia critical thinking skills testCritical thinkingDefining issues testHealth sciences reasoning testMeasurement

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  • Multiple HSRT and DIT2 assessments demonstrated correlations with academic success (GPAs).

    • Conclusions:

    • Pharm.D. students exhibit significant moral reasoning development and minimal critical thinking enhancement.
    • The Defining Issues Test (DIT2) shows promise as a measure for cognitive development in pharmacy education.
    • Both critical and moral reasoning are linked to academic achievement in pharmacy students.