Real World Problems in Developing a Critical Thinking Approach to Learning in Pharmacology

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In science courses that require significant recall of facts and information it is often easy to neglect key graduate skills such as higher order thinking skills and critical evaluation of both data and text. Furthermore, student engagement can decline when the relevance of the learning material is not immediately evident to students. Therefore I have prepared a suite of innovative and distinctive activities to promote learning in the discipline of pharmacology. I have designed tutorial problems using materials from a variety of sources to extend student learning from recall and understanding to higher levels of thinking (including application, analysis, synthesis and evaluation of information). I use a diverse range of source material such as newspapers, journal articles and television programs to determine contemporary issues in pharmacology, therapeutics or general medicine. The study of science to societal problems is one way of engaging students. Students are challenged to review the material and complete exercises that require significant understanding of pharmacological principles.
Course evaluations following these classes showed that students found the way problems were structured helped them to understand concepts in pharmacology and provided them with a range of intellectual challenges. Over the three years that critical thinking activities were introduced into the curriculum, I have consistently obtained a score >5.6/7 for effectiveness of the teaching methods and > 5.8/7 for effectiveness of the course in helping students to learn.
I have had opportunities to reflect on student performance and believe that the approach outlined above advantages students to acquire a deep understanding of the subject material.


Keywords: Critical Analysis, Pharmacology
Stream: Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity
Presentation Type: Paper Presentation in English
Paper: Real World Problems in Developing a Critical Thinking Approach to Learning in Pharmacology


Dr. Roselyn Rose’Meyer

Senior Lecturer, School of Medical Sciences, Griffith University
Gold Coast, Queensland, Australia

Dr Roselyn Rose’ Meyer BSc (Hons), Grad Dip.Com. Grad Cert. H.Ed. PhD
is a senior lecturer in the School of Medical Sciences Griffith University, Gold Coast Campus, Australia. Since obtaining her PhD in pharmacology, she has taught pharmacology at the Victorian College of Pharmacy, Monash University, Melbourne and to pharmacy and medical science students in the Faculty of Health at Griffith University. Her research interests include the learning experiences of biomedical students undertaking pharmacology and student centred learning and development of tacit knowledge in the honours (research) program.

Ref: L09P1302