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dc.contributor.authorRose'Meyer, Roselynen_US
dc.contributor.authorRose'Meyer, Chrisen_US
dc.date.accessioned2017-04-04T17:23:49Z
dc.date.available2017-04-04T17:23:49Z
dc.date.issued2009en_US
dc.date.modified2010-08-30T07:02:16Z
dc.identifier.issn14479494en_US
dc.identifier.doihttp://ijl.cgpublisher.com/product/pub.30/prod.2225en_AU
dc.identifier.urihttp://hdl.handle.net/10072/30905
dc.description.abstractAbstract: 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 a suite of innovative and distinctive activities to promote learning in the discipline of pharmacology has been prepared. Tutorial problems were designed 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). A diverse range of source material such as newspapers, journal articles and television programs to determine contemporary issues in pharmacology, therapeutics or general medicine have been used. 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, the program 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. Having had an opportunity to reflect on student performance, the approach outlined above advantages students to acquire a deep understanding of the subject material.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent69420 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherCommon Grounden_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://thelearner.com/Journal/en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom679en_US
dc.relation.ispartofpageto688en_US
dc.relation.ispartofissue6en_AU
dc.relation.ispartofjournalThe International Journal of Learningen_US
dc.relation.ispartofvolume16en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titleReal world problems in developing a critical thinking approach to learning in Pharmacologyen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Health, School of Medical Scienceen_US
gro.rights.copyrightCopyright remains with the authors 2009. This is the author-manuscript version of this paper. It is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this journal please refer to the journal's website or contact the authors.en_AU
gro.date.issued2009
gro.hasfulltextFull Text


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