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- W2118714734 abstract "Developing self-care curricula to engage millennial learners in critical thinking is challenging. A five-phase experiential-based learning cycle with a foundation based on millennial learners' preferences, human patient simulation, and critical thinking skills development was adapted for use in a self-care lab. Skills are reinforced with topics that increase in complexity as the semester progresses. The objective of this study is to describe the implementation process and to measure the success of these curricular changes. The five-phase learning cycle is utilized to introduce SOAP note writing, evidenced-based medicine, drug information skills, new disease states, patient interviewing, and medication therapy management. Constructive feedback through development of rubrics and verbal as well as written communication reinforces skills development. Curricular changes were measured by analyzing student grades, as well as student's and Curriculum Committee's written and scored feedback. A two-sided t-test was used to determine statistical significance. Comparisons of student feedback from 2007 to 2008 showed a statistically significant improvement with the revised curricula (p<0.01). Curriculum Committee feedback on course content (p<0.01) and teaching techniques (p = 0.03) also improved significantly. While student grades initially fell in 2008 (p<0.01), analysis of 2009–2011 grades showed improvement after implementation of a formative feedback process. Teaching an “approach to self-care” rather than trying to cover every self-care topic has been successful in terms of promoting critical thinking as well as other patient-centered skills in a self-care lab. It was well received by students and faculty and has encouraged students to achieve high levels of cognition." @default.
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- W2118714734 date "2013-09-01" @default.
- W2118714734 modified "2023-09-28" @default.
- W2118714734 title "Teaching critical thinking and problem-solving in a pharmacy self-care lab: A skills-based approach" @default.
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- W2118714734 doi "https://doi.org/10.1016/j.cptl.2013.03.002" @default.
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