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dc.contributor.authorCharrois, T.
dc.contributor.authorAppleton, Shelley
dc.date.accessioned2018-02-01T05:20:25Z
dc.date.available2018-02-01T05:20:25Z
dc.date.created2018-02-01T04:49:17Z
dc.date.issued2013
dc.identifier.citationCharrois, T. and Appleton, S. 2013. Online debates to enhance critical thinking in pharmacotherapy. American Journal of Pharmaceutical Education. 77 (8).
dc.identifier.urihttp://hdl.handle.net/20.500.11937/61894
dc.identifier.doi10.5688/ajpe778170
dc.description.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.

dc.publisherAmerican Association of Colleges of Pharmacy
dc.titleOnline debates to enhance critical thinking in pharmacotherapy
dc.typeJournal Article
dcterms.source.volume77
dcterms.source.number8
dcterms.source.issn0002-9459
dcterms.source.titleAmerican Journal of Pharmaceutical Education
curtin.departmentSchool of Pharmacy
curtin.accessStatusOpen access via publisher


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