RT Journal Article
SR Electronic
T1 Assessing Pharmacy Students’ Scientific Reasoning After Completing a Physics Course Taught Using Active-Learning Methods
JF American Journal of Pharmaceutical Education
JO Am J Pharm Educ
FD American Association of Colleges of Pharmacy
SP ajpe7610
DO 10.5688/ajpe7610
VO 84
IS 8
A1 Marušić, Mirko
A1 Dragojević, Ante
YR 2020
UL http://www.ajpe.org/content/84/8/ajpe7610.abstract
AB Objective. To assess the degree of change in the level of scientific reasoning in first-year pharmacy students by applying active-learning methods during a physics course.Methods. The efficiency of the active-learning methods of experimentation and discussion in the development of scientific reasoning in 90 pharmacy students was determined by comparing it to the efficiency of using traditional learning methods (eg, lecture) with 60 students. The Lawson Classroom Test of Scientific Reasoning was used to measure change.Results. The data from this five-year study showed that of all pharmacy students in the active-learning group who were functioning on a stable or transitional level of thinking at the time of the pretest, 28.6% achieved a shift towards a higher level of scientific thinking. The active-learning group also achieved better overall results in the course.Conclusion. Using active-learning methods (experimentation and discussion) in a physics course enabled pharmacy students to better master the content. By elevating students’ level of scientific reasoning, a foundation for using evidence-based medicine was established.