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Pharmacy students' perceptions of clinical reasoning development through a foundational thinking application

Munder Zagaar1, Nital Appelbaum2, Dorice Tchio3

  • 1Baylor College of Medicine, One Baylor Plaza, Houston, TX 77030, United States; Texas Southern University, College of Pharmacy and Health Sciences, 3100 Cleburne Street, Houston, TX 77004, United States.

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Pharmacy students found the Foundational Thinking Application Framework (FTAF) helpful for integrating foundational science with clinical reasoning. This script-based approach improved organization and critical thinking in their pharmacotherapy course.

Keywords:
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Area of Science:

  • Pharmacy Education
  • Clinical Reasoning
  • Foundational Sciences

Background:

  • Pharmacy students require integration of foundational and clinical sciences for effective therapeutic decision-making.
  • Novice learners in pharmacy education need developmental frameworks and scaffolding tools to bridge foundational knowledge with clinical reasoning.
  • This study addresses the need for improved integration of scientific knowledge and clinical application in pharmacy curricula.

Purpose of the Study:

  • To describe the development of a framework designed to integrate foundational knowledge and clinical reasoning in second-year pharmacy students.
  • To evaluate student perceptions of this novel educational framework.
  • To provide a model for enhancing clinical reasoning skills in pharmacy education.

Main Methods:

  • A Foundational Thinking Application Framework (FTAF), based on script theory, was developed for a Pharmacotherapy of Nervous Systems Disorders course.
  • The framework included a unit plan and a pharmacologically based therapeutic evaluation.
  • A 15-question online survey assessed student perceptions of the FTAF's components.

Main Results:

  • 95% of surveyed students found the unit plan a useful course organizer.
  • 80% agreed the unit plan helped organize instructional material.
  • 82% preferred the therapeutic evaluation format, citing its utility for clinical experience and critical thinking development.

Conclusions:

  • Students reported positive perceptions of the Foundational Thinking Application Framework (FTAF) implementation.
  • Script-based strategies can be successfully adapted in pharmacy education to enhance learning.
  • The FTAF demonstrates a viable approach to improving the integration of foundational science and clinical reasoning in pharmacy students.