title: Use of reflection-in-action and self-assessment to promote critical thinking among pharmacy students.
abstract: OBJECTIVE
  To examine whether self-assessment and reflection-in-action improves critical thinking among pharmacy students.
  
  
  METHODS
  A 24-item standardized test of critical thinking was developed utilizing previously-validated questions. Participants were divided into 2 groups (conditions). Those in condition 1 completed the test with no interference; those in condition 2 completed the test but were prompted at specific points during the test to reflect and self-assess.
  
  
  RESULTS
  A total of 94 undergraduate (BScPhm) pharmacy students participated in this study. Significant differences (p < 0.05) were observed between those who completed the test under condition 1 and condition 2, suggesting reflection and self-assessment may contribute positively to improvement in critical thinking.
  
  
  CONCLUSIONS
  Structured opportunities to reflect-in-action and self-assess may be associated with improvements among pharmacy students in performance of tasks related to critical thinking.
authors.affiliation: Leslie Dan Faculty of Pharmacy, University of Toronto, 144 College Street, Toronto ON M5S3M2, Canada. zubin.austin@utoronto.ca
authors.forename: Zubin
authors.initials: Z
authors.lastname: Austin
authors.forename: Paul Am
authors.initials: PA
authors.lastname: Gregory
authors.forename: Stephanie
authors.initials: S
authors.lastname: Chiu
mesh_terms: D000328:Adult; D004512:Education, Pharmacy; D004521:Educational Measurement; D005260:Female; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D008297:Male; D009042:Motivation; D012647:Self-Assessment; D013339:Students, Pharmacy / Q000523:psychology*; D011795:Surveys and Questionnaires; D013647:Task Performance and Analysis; D013850:Thinking