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

Douglas R. Oyler; Frank Romanelli

doi:10.5688/ajpe787144

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

Douglas R. Oyler, Frank Romanelli

Research output: Contribution to journal › Review article › peer-review

41 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 language	English
Article number	144
Journal	American Journal of Pharmaceutical Education
Volume	78
Issue number	7
DOIs	https://doi.org/10.5688/ajpe787144
State	Published - 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
General Pharmacology, Toxicology and Pharmaceutics
Pharmacy

Access to Document

10.5688/ajpe787144

Cite this

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

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

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