The Impact of Structured Student Debates on Critical Thinking and Informatics Skills of Second-year Medical Students

Lieberman, Steven A.; Trumble, Julie; Smith, Edward

doi:10.1097/00001888-200010001-00027

Cited by 25 publications

(24 citation statements)

References 3 publications

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“…The results of this project are consistent with that of the wider literature relating to debates. [13][14][15][16][17][18][19][20][21][22][23][24][25][26][27][28][29][30] One researcher reported that observing students' debates was "like watching students spread their intellectual wings," without any real input needed from staff members. 50 About half of the students in the current study thought that their critical-thinking and rebuttal skills improved as a result of the debate experience.…”

Section: Discussionmentioning

confidence: 99%

“…A widely documented benefit of debating is the enhancement of critical-thinking skills. 14,15,17,19,23,27,28,[36][37][38][39] Therefore, debates have the potential to develop professional competencies while ensuring the acquisition of knowledge and understanding of relevant topics.…”

Section: Discussionmentioning

confidence: 99%

“…12 Debates have been used in numerous university subject areas, including economics, education, engineering, marketing, psychology, and various healthcarerelated programs such as dentistry, medicine, nursing, occupational therapy, and pharmacy. [13][14][15][16][17][18][19][20][21][22][23][24][25][26][27][28][29] However, the reported use of debates in pharmacy education is limited, particularly in the United Kingdom. 19,26,27,30 Many studies report positively on this method of teaching, showing that debates are an effective way to introduce complex and controversial issues into teaching, 22,31,32 to enhance learning and understanding of course content, 16,19,21,23,29,30,33 and to enable active engagement in learning.…”

Section: Introductionmentioning

confidence: 99%

“…20, 34 They have also been associated with improving communication [17][18][19]26,32,34 and empathy, 35 critical-thinking ability, 14,15,17,19,23,27,28,[36][37][38][39] literature searching, and application of evidence, 14,20,24,25 teamwork, 15,19,26,18 and self-directed learning. 24,40 The aim of the current project was to create, implement, and evaluate debate as a method of teaching pharmacy students about ethical issues.…”

Section: Introductionmentioning

confidence: 99%

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Using Debate to Teach Pharmacy Students About Ethical Issues

Hanna

Barry

Donnelly

et al. 2014

American Journal of Pharmaceutical Education

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Objective. To create, implement, and evaluate debate as a method of teaching pharmacy undergraduate students about ethical issues. Design. Debate workshops with 5 hours of contact with student peers and facilitators and 5 hours of self-study were developed for second-year pharmacy students. Student development of various skills and understanding of the topic were assessed by staff members and student peers. Assessment. One hundred fifty students completed the workshops. The mean score for debating was 25.9 out of 30, with scores ranging from 23.2 to 28.7. Seventy percent of students agreed that the debates were a useful teaching method in the degree program. Conclusion. A series of workshops using debates effectively delivered course content on ethical issues and resulted in pharmacy students developing skills such as teamwork, peer assessment, communication, and critical evaluation. These findings suggest that pharmacy students respond favorably to a program using debates as a teaching tool.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Using Debate to Teach Pharmacy Students About Ethical Issues

Hanna

Barry

Donnelly

et al. 2014

American Journal of Pharmaceutical Education

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“…8 Authors reported greater student satisfaction and interest with the learning experience and enhanced student skills. 4,[6][7][8] Classroom debates have been used in pharmacy education with the goal of developing critical evaluation skills in courses on pharmacy management, 9 the US health care system, 10 and clinical skills.…”

Section: Introductionmentioning

confidence: 99%

An Online Debate Series for First-Year Pharmacy Students

Lin¹,

Crawford²

2007

Am J Pharm Educ

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Objectives. This article describes an online debate series that was developed as a new component to an introductory core course for first-professional year pharmacy students. Objectives were to facilitate the group process, introduce controversial issues related to the US healthcare system, improve critical thinking and communication skills, enable students' ability to analyze and evaluate evidence, help develop skills in formulating written arguments, and encourage tolerance of diverse points of view. Design. One hundred sixty-two students were assigned to 40 teams (half assigned to argue as ''Pros'' and half as ''Cons'') and paired into 20 debating groups. The paired teams posted 3 arguments in an online forum alternatively over a 12-week period. The winning teams were determined by a panel of 3 judges. Assessment. Feedback from the judges was posted online and summarized in an in-class discussion. Thematic analysis of qualitative data from students and faculty members demonstrated the effectiveness of the online debate component in helping students work together in a group, learn alternative sides of complex issues, and write persuasive arguments. Conclusion. This novel online-debate forum was a feasible teaching and learning strategy, which helped pharmacy students improve their communication skills and critical thinking, expanded their scope of knowledge, and provided a platform for group process.

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