Revisiting the Socratic method of teaching to improve third-year pharmacy students critical thinking and advanced pharmacy practice experience readiness in a critical care elective

Abstract

BackgroundOne of the most important abilities we look to nurture and develop in pharmacy students is critical thinking. A critical care elective course was re-designed to optimize high-pressure situations to engage and target critical thinking, clinical reasoning, and advanced pharmacy practice experience (APPE) readiness using the Socratic method of teaching. Educational activityPharmacy students at Loma Linda University School of Pharmacy were selected and exposed to a high-pressure classroom environment with each day structured around the Socratic method of teaching. Pass/fail grades were earned daily based solely on verbal responses and discussions. The assessment tools used were: Health Sciences and Reasoning Test (HSRT) to measure critical thinking, an APPE-readiness survey of the entire third-year class for peer comparison, and a survey of the style and pedagogies used. Critical analysis of the educational activityThe elective students showed noteworthy gains on their HSRT results in an eight-week critical care elective course. They also had significantly more positive responses on the APPE-readiness survey relative to their classmates and rated this teaching style higher than a typical course. Revisiting and applying the Socratic method of teaching in a high-pressure course is an effective way to engage pharmacy students, producing substantial improvements in critical thinking, clinical reasoning, and APPE readiness in a short time. Lastly, it offers one way to incorporate a validated tool to measure critical thinking in pharmacy students for institutional assessment and accreditation that is widely available, easy to use, and cost friendly.