The impact of critical thinking skills on student pharmacist GPA at a historically Black university.

Autor: Lajthia E; Assistant Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA., Law MG; Associate Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA., Jorden J; Assistant Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA., Haynes B; Professional Student, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA., Awuonda MK; Associate Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA., Habib M; Associate Dean of Academic Affairs and Professor, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA., Karodeh YR; Assistant Dean of NTDP and External Programs and Associate Professor, Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, USA., Wingate LT; Associate Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA. Electronic address: Lamarcus.wingate@howard.edu.
Jazyk: angličtina
Zdroj: Currents in pharmacy teaching & learning [Curr Pharm Teach Learn] 2024 Jun; Vol. 16 (6), pp. 435-444. Date of Electronic Publication: 2024 Apr 08.
DOI: 10.1016/j.cptl.2024.04.003
Abstrakt: Introduction: Limited information is available regarding whether malleable factors such as critical thinking skills are associated with academic performance among underrepresented minority pharmacy students. This study assessed the relationship between critical thinking skills and grade point average (GPA) among pharmacy students attending a Historically Black College.
Methods: A cross sectional study design was utilized to evaluate the association between student's GPA and critical thinking skills. Demographic data and GPA were abstracted from student records. The health sciences reasoning test with numeracy was administered to pharmacy students at Howard University during the 2017 to 2018 academic year. Critical thinking scores were classified as weak, moderate, or strong/superior. A one way analysis of variance was conducted to ascertain if the average GPA differed based on critical thinking skills category. A multiple linear regression analysis was conducted to determine whether student's critical thinking skill category was associated with the cumulative GPA after accounting for other factors.
Results: Among 217 students, the mean GPA among students with a weak critical thinking skills score (3.22 ± 0.40) was lower compared to students with a strong/superior score (3.39 ± 0.33) with a p-value of 0.029. After adjusting for other factors, a strong/superior critical thinking skills score was associated with a higher GPA (p-value = 0.024) in comparison to weak critical thinking skills.
Conclusion: Stronger critical thinking skills scores are associated with better academic performance among underrepresented minority pharmacy students.
Competing Interests: Declaration of competing interest The authors have no conflict of interest to report.
(Copyright © 2024 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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