"The California critical thinking instruments for benchmarking, program assessment, and directing curricular change"

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dc.contributor.author Phillips, Charles R.
dc.contributor.author Chesnut, Renae J.
dc.contributor.author Rospond, Raylene M.
dc.date.accessioned 2006-08-30T20:01:11Z
dc.date.available 2006-08-30T20:01:11Z
dc.date.issued 2004
dc.identifier.citation American Journal of Pharmaceutical Education, Volume 68, Issue 4, 2004, Pages 1-8 en
dc.identifier.issn 0002-9459
dc.identifier.uri http://hdl.handle.net/2092/405
dc.description Charles R. Phillips is an Associate Professor of Pharmacy Administration/Dept. Chair of Pharmacy Practice, Renae J. Chesnut is Associate Dean for Academic and Student Affairs. Raylene M. Rospond is Dean, Pharmacy and Health Sciences. All three are in the College of Pharmacy and Health Sciences at Drake University. They can be contacted at: chuck.phillips@drake.edu, renae.chesnut@drake.edu, and raylene.rospond@drake.edu en
dc.description.abstract Objectives. To assess pharmacy students’ critical thinking (CT) measures and identify areas for curricular reform. Methods. Pharmacy students were given the California Critical Thinking Skills Test and Disposition Index at various points in the PharmD program. Scores were compared with a national referent group and evaluated for changes across the curriculum and between classes. Results. Students were comparable to national norms. Pretest and posttest scores for total disposition showed improvement. Scores in all subcategories except for truth-seeking were consistently above 40. The CT skills of the pharmacy students varied compared with those of referent students, but the pharmacy students’ overall score of 18 was in the 73rd percentile. Pre- and post-skills scores showed improvement. Students scoring low on the pretest improved more than those scoring high. Conclusions. Students had a consistent disposition towards CT and compared favorably to national norms. Both disposition and skills improved across the curriculum. Dimensions of critical thinking on which students score low should be areas for curricular and other program changes. en
dc.format.extent 146208 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US
dc.publisher American Association of Colleges of Pharmacy en
dc.subject Critical thinking. en
dc.subject Assessment. en
dc.subject California Critical Thinking Skills Test (CCTST) en
dc.subject California Critical Thinking Skills Test Disposition Index (CCTDI) en
dc.subject Pharmacy--Study and teaching. en
dc.subject Critical thinking--Study and teaching (Higher) en
dc.title "The California critical thinking instruments for benchmarking, program assessment, and directing curricular change" en
dc.type Article en

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  • Pharmacy Practice [7]
    Publications and research submitted by the faculty members of the Department of Pharmacy Practice.

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