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    Online Debates to Enhance Critical Thinking in Pharmacotherapy

    Access Status
    Open access via publisher
    Authors
    Charrois, Theresa
    Appleton, Michelle
    Date
    2013
    Type
    Journal Article
    
    Metadata
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    Citation
    Charrois, Theresa L. and Appleton, Michelle. 2013. Online Debates to Enhance Critical Thinking in Pharmacotherapy. American Journal of Pharmaceutical Education. 77 (8): Article ID 170.
    Source Title
    American Journal of Pharmaceutical Education
    DOI
    10.5688/ajpe778170
    ISSN
    0002-9459
    URI
    http://hdl.handle.net/20.500.11937/25051
    Collection
    • Curtin Research Publications
    Abstract

    OBJECTIVES: To assess the impact of teaching strategies on the complexity and structure of students’ arguments and type of informal reasoning used in arguments. DESIGN: Students were given an introduction to argumentation followed by 2 formal debates, with feedback provided in between. ASSESSMENT: Four debate groups were randomly selected for evaluation. In debate 1, all groups posted 1 argument, and all 4 arguments were rationalistic and ranked as high-level arguments. In debate 2, members of the 4 groups posted a total of 33 arguments, which were evaluated and received an overall median ranking lower than that for debate 1. All debates were categorized as rationalistic. CONCLUSION: Students were able to formulate rationalistic arguments to therapeutic controversies; however, their level of argumentation decreased over the course of the study. Changes planned for the future include conducting the debates in the context of patient scenarios to increase practical applicability.

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