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
Issue number7
StatePublished - 2014

Bibliographical note

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


  • Critical thinking
  • Pharmacy education
  • Socratic method

ASJC Scopus subject areas

  • Education
  • General Pharmacology, Toxicology and Pharmaceutics
  • Pharmacy


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