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Critical thinking among pharmacy students: Do age, sex and academic variants matter?
Journal article   Open access   Peer reviewed

Critical thinking among pharmacy students: Do age, sex and academic variants matter?

PHARMACY EDUCATION, v 22(1), p236
2022
DOI: https://doi.org/10.46542/pe.2022.221.236248
Featured in Collection :   UN Sustainable Development Goals @ Drexel
url
https://doi.org/10.46542/pe.2022.221.236248View
Published, Version of Record (VoR) Open

Abstract

Background: Critical thinking (CT) is recognised as an essential component of higher education, and many academic institutions are working on improving their students' CT skills. To date, the complex relationships between students' ability to think critically and their age, sex, academic performance, major and prior experience taken all together have not been investigated. Methods: A cross-sectional study was designed to assess CT among undergraduate students from different health and non-health-related majors. Results: The results of this study show that the majority of students reported the ability to analyse data, employ formulas, and draw conclusions. However, integrating ideas from different disciplines and revising conclusions based on new findings remained most challenging for students. Moreover, age and academic performance were correlated with students' CT, while no correlation was found for sex and prior degree variables. Conclusion: This study contributes to a growing body of literature designed to improve CT among college and higher education students.

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UN Sustainable Development Goals (SDGs)

This publication has contributed to the advancement of the following goals:

#4 Quality Education

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Collaboration types
Domestic collaboration
International collaboration
Web of Science research areas
Education, Scientific Disciplines
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