Critical Thinking and Reflection Exercises in a Biochemistry Course to Improve Prospective Health Professions Students' Attitudes Toward Physician-pharmacist Collaboration

Overview

Journal Am J Pharm Educ

Specialty Medical Education

Date 2013 Oct 26

PMID 24159210

Citations 18

Authors

Lon J Van Winkle

Susan Cornell

Nancy Fjortoft

Bryan C Bjork

Nalini Chandar

Jacalyn M Green

Sophie La Salle

Susan M Viselli

Paulette Burdick

Sean M Lynch

Affiliations

Soon will be listed here.

Abstract

Objective: To determine the impact of performing critical-thinking and reflection assignments within interdisciplinary learning teams in a biochemistry course on pharmacy students' and prospective health professions students' collaboration scores.

Design: Pharmacy students and prospective medical, dental, and other health professions students enrolled in a sequence of 2 required biochemistry courses. They were randomly assigned to interdisciplinary learning teams in which they were required to complete case assignments, thinking and reflection exercises, and a team service-learning project.

Assessment: Students were asked to complete the Scale of Attitudes Toward Physician-Pharmacist Collaboration prior to the first course, following the first course, and following the second course. The physician-pharmacist collaboration scores of prospective health professions students increased significantly (p<0.001).

Conclusions: Having prospective health professions students work in teams with pharmacy students to think and reflect in and outside the classroom improves their attitudes toward physician-pharmacist collaboration.

Citing Articles

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Van Winkle L, Rogers S, Thornock B, Schwartz B, Horst A, Fisher J Front Med (Lausanne). 2023; 10:1282199.

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Van Winkle L, Thornock B, Schwartz B, Horst A, Fisher J, Michels N Front Med (Lausanne). 2022; 9:976863.

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