The fact of ignorance revisiting the socratic method as a tool for teaching critical thinking

Research output: Contribution to journalReview articlepeer-review

27 Scopus citations

Abstract

Critical thinking, while highly valued as an ability of health care providers, remains a skill that many educators find difficult to teach. This review provides an analysis examining why current methods of teaching critical thinking to health care students (primarily medical and pharmacy students) often fail and describes a premise and potential utility of the Socratic method as a tool to teach critical thinking in health care education.

Original languageEnglish
Article number144
JournalAmerican Journal of Pharmaceutical Education
Volume78
Issue number7
DOIs
StatePublished - 2014

Bibliographical note

Publisher Copyright:
© 2014, American Association of Colleges of Pharmacy. All right reserved.

Keywords

  • Critical thinking
  • Pharmacy education
  • Socratic method

ASJC Scopus subject areas

  • Education
  • Pharmacy
  • Pharmacology, Toxicology and Pharmaceutics (all)

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