As the working life of pharmacists becomes increasingly complex, pharmacy students need sophisticated decision-making skills. This mixed methods research investigated the impact of engaging pharmacy students in activities to develop their argumentation skills, critical thinking skills and understanding of professional practice. Two cohorts participated: those taught argumentation skills and those not. Data were collected by pre- and post-test questionnaires, interviews, and student reflections. Students who engaged in argumentation activities had improved argumentation skills, critical thinking skills, and understanding of professional practice. This research demonstrates how the explicit teaching of argumentation can be used to develop pharmacy students' thinking skills.
|Qualification||Doctor of Philosophy|
|Award date||4 Feb 2021|
|Publication status||Unpublished - 2020|