title: Active learning through a debate series in a first-year pharmacy self-care course.
abstract: OBJECTIVE
  To evaluate the usefulness of formal debates in the pharmacy classroom as a way to learn course material and as a tool for developing competency in essential skills including critical thinking, communication, public speaking, research methods, and teamwork.
  
  
  METHODS
  Debates were incorporated into a self-care course, where students were assigned different debate topics focused on controversial issues. Quantitative analysis was completed to assess debate style learning, knowledge about the subjects presented, and the impact on necessary skills.
  
  
  RESULTS
  Quizzes given before and after debates showed up to a 36% improvement in grades and up to a 31% change in opinions on the topic. Students assessed themselves as more competent in the skill sets at the completion of the debate series.
  
  
  CONCLUSIONS
  Incorporation of debates into didactic style courses offers students an opportunity to improve upon skills that will help them succeed as pharmacists.
authors: D'Youville College School of Pharmacy, Buffalo, New York.
authors: Stacie J
authors: SJ
authors: Lampkin
authors: D'Youville College School of Pharmacy, Buffalo, New York.
authors: Christine
authors: C
authors: Collins
authors: D'Youville College School of Pharmacy, Buffalo, New York.
authors: Ryan
authors: R
authors: Danison
authors: D'Youville College School of Pharmacy, Buffalo, New York.
authors: Michelle
authors: M
authors: Lewis
mesh_terms: D003142:Communication; D003479:Curriculum; D004512:Education, Pharmacy / Q000379:methods*; D004521:Educational Measurement; D006126:Group Processes; D006801:Humans; D018794:Problem-Based Learning; D015397:Program Evaluation; D012648:Self Care; D013060:Speech; D013339:Students, Pharmacy / Q000523:psychology*; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*
keywords: active learning; debate; instructional design; pharmacy; self-care