Using debate to teach pharmacy students about ethical issues

Research output: Contribution to journalArticle

22 Citations (Scopus)

Abstract

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.
Original languageEnglish
Article number57
Pages (from-to)1-8
Number of pages8
JournalAmerican Journal of Pharmaceutical Education
Volume78
Issue number3
DOIs
Publication statusPublished - 17 Apr 2014

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