Use of reflection-in-action and self-assessment to promote critical thinking among pharmacy students.
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.
Austin
Zubin
Z
Leslie Dan Faculty of Pharmacy, University of Toronto, 144 College Street, Toronto ON M5S3M2, Canada. zubin.austin@utoronto.ca
Gregory
Paul Am
PA
Chiu
Stephanie
S
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