The use of debates as an active learning tool in a college of pharmacy healthcare delivery course

Peasah, Samuel K.; Marshall, Leisa L.

doi:10.1016/j.cptl.2017.01.012

Cited by 22 publications

(28 citation statements)

References 14 publications

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“…Over the last few decades, the use of debate in the higher education classroom has grown, this is reflected in the wide range of academic disciplines that now utilise debate as part of their pedagogical toolkit, including nursing, medicine , radiography, and pharmacy ( Stewart-Lord et al, 2011; Doody and Condon, 2012; Keynejad et al, 2017;Peasah and Marshall, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Students’ perceptions of debating as a learning strategy: A qualitative study

Cooper

Stewart-Lord

2020

Nurse Education in Practice

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Debate has been shown to develop critical thinking skills, enhance communication, and encourage teamwork in a range of different disciplines, including nursing. The objective of this study was to explore students' perceptions of the educational value of debate. A semi-structured focus group was conducted with 13 undergraduate Operating Department Practice students following a debate on the opt-out system of organ donation. Transcripts were analysed thematically, identifying three main themes that described the students' perceptions of the debate. These were: (1) openness to diverse viewpoints; (2) developing non-technical skills, and (3) encouraging deep learning. The analysis showed participants perceived debate to be a valuable educational method that enhanced their learning. Engaging in debate encouraged students to critically reflect on their prior beliefs about organ donation-in some cases leading them to reconsider their original position. The findings from this study suggest that debate can be a valuable pedagogical tool to incorporate into healthcare education. Future research should consider the use of debate to develop non-technical skills that have utility in healthcare.

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Section: Introductionmentioning

confidence: 99%

Students’ perceptions of debating as a learning strategy: A qualitative study

Cooper

Stewart-Lord

2020

Nurse Education in Practice

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“…Active debate has been used as an active learning strategy in various disciplines different, live or online debate formats, based on individuals or teams, and different assessments of the usefulness of active learning tools, effectively for active debate to stimulate interest, encourage active class participation, and improve presentation skills, research, and critical thinking skills in a professional program, the use of active student debates to provide different arguments according to the theme presented in an active debate session is also needed to increase students' awareness of views that conflict with the theme or agreement with the theme with them. give an argument within a certain time limit (Peasah & Marshall, 2017).…”

Section: Discussionmentioning

confidence: 99%

Active Debate for Learning Pluralism for Student Candidate of Teachers’ Religion

Munardji¹,

Mu‘awanah²,

Rifauddin³

et al. 2020

JMER

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Use of active debates to improve understanding of pluralism for prospective religious teacher students through learning the subject of the education profession. The concept of pluralism has been developing for a long time in Indonesia, but its application is still far from expectations. Lack of understanding of pluralism causes inter-religious conflict creating new problems that are detrimental to the state. On the other hand, understanding of the essence and meaning of pluralism is still ambiguous among the people. This study aims to re-explain the meaning of pluralism with an active debate to prospective students of religious teachers because they are holders of security control in society when they become teachers. The results of the study show that through active debate the essence of pluralism can be possessed by prospective students so that they can be predicted to give an example of upholding pluralism which means tolerance between religious people and not always can explain which religion is correct. The concept of pluralism in Indonesia can be implemented by recognizing the existence of other religions, giving the right to coexist with one another, avoiding violence by not destroying places of worship of other religious people, not forcing the will of followers of other religions, recognizing the many ways humans and orders to compete in virtue.

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“…However, interactive clinical debates are becoming more commonplace in health care education. 1,2 Journal clubs have been utilized within health professions education for over 150 years. 3 While the increased availability of published peer-reviewed literature has changed access to these resources, the overarching skills employed within journal clubs remain the same: critical literature evaluation and facilitation of dialogue with peers to understand the application to patient care.…”

Section: Introductionmentioning

confidence: 99%

“…4 Although less widely studied, clinical debates have been used in health education and can be done in a variety of formats. 1,2,5 The Lincoln Douglas format is the most traditional, with both sides presenting their argument, followed by the opportunity for rebuttal, and ultimately summarizing their argument. Similar to journal clubs, clinical debates present an opportunity to critically evaluate literature, practice communication, and collaborate with peers or other health care professionals.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Journal Club Activities Versus Clinical Debate Activities in Pharmacy Experiential Education

Steuber

Isaacs

Howard

et al. 2022

American Journal of Pharmaceutical Education

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Objective. Within pharmacy experiential education, practicing literature evaluation skills usually occurs via journal clubs. Clinical debates have gained traction as an engaging alternative during advanced pharmacy practice experiences (APPEs). The purpose of this study was to compare clinical knowledge and literature evaluation application between journal clubs and clinical debates during APPEs. Methods. This mixed-methods prospective study was conducted in fourth year pharmacy students completing inpatient general medicine APPEs at four institutions. Students participated in a journal club and clinical debate during their experience. After each, students completed a 10-item knowledge assessment. Differences in journal club and clinical debate assessment scores were analyzed. Following completion of both activities, a perception survey was administered to gauge preferences and opinions. Differences in perception survey scores for journal clubs compared to clinical debates were evaluated quantitatively and a thematic analysis was completed for qualitative responses. Results. Fifty students participated in both activities. There were no differences between journal club and clinical debate assessment scores (57.4 ± 21.0% and 62.9 ± 20.7%, respectively). Forty students completed the post-perceptions survey and globally agreed or strongly agreed that both journal clubs and clinical debates improved confidence in literature evaluation and clinical skills. Common themes identified included applicability to pharmacists' roles and need for clear instructions and examples. Conclusion.There was no difference in knowledge assessments of journal clubs versus clinical debates and students found both activities to be beneficial. Clinical debates are a reasonable alternative to journal clubs to improve knowledge and literature evaluation skills.

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The use of debates as an active learning tool in a college of pharmacy healthcare delivery course

Abstract: Debates are an effective active learning tool for engaging students in controversial subjects. Assessment of student performance should include student and instructor evaluations, and can be incorporated into the course grade.

Cited by 22 publications

References 14 publications

Students’ perceptions of debating as a learning strategy: A qualitative study

Students’ perceptions of debating as a learning strategy: A qualitative study

Active Debate for Learning Pluralism for Student Candidate of Teachers’ Religion

Effectiveness of Journal Club Activities Versus Clinical Debate Activities in Pharmacy Experiential Education

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