Exploring cognitive apprenticeship and teaching practices in pharmacy education

Lana M. Minshew; Daniel T. Malone; Jeff Cain; Jacqueline E. McLaughlin

doi:10.1007/s10459-022-10132-8

Exploring cognitive apprenticeship and teaching practices in pharmacy education

Lana M. Minshew
, Daniel T. Malone
, Jeff Cain
, Jacqueline E. McLaughlin

Pharmacy Practice and Science

Producción científica: Article › revisión exhaustiva

7 Citas (Scopus)

Resumen

Health professions schools in the United States and internationally have engaged in curricular changes to better prepare students for the future of health care. However, designing or selecting evidence-based teaching activities can be a challenge. Research suggests the Cognitive Apprenticeship theory is an effective framework for the health professions to inform instruction design, yet these studies have mainly focused on the clinical setting and not the didactic learning environment. This study used qualitative methods to explore the Cognitive Apprenticeship framework in the didactic learning environment and the teaching practices that pharmacy faculty used to explicate their expert thinking to students. Faculty were observed using all four Cognitive Apprenticeship dimensions (ie, Content, Sequencing, Methods, Sociology) in their teaching practice. Patterns were observed in the data revealing complex, short and sometimes spontaneous teaching practices that faculty used to promote learning.

Idioma original	English
Páginas (desde-hasta)	1095-1111
Número de páginas	17
Publicación	Advances in Health Sciences Education
Volumen	27
N.º	4
DOI	https://doi.org/10.1007/s10459-022-10132-8
Estado	Published - oct 2022

Nota bibliográfica

Publisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Nature B.V.

Financiación

This research was supported by an American Association of Colleges of Pharmacy (AACP) Scholarship of Teaching and Learning (SOTL) grant. The researchers would like to acknowledge Kate Lowe, Erica Bell, and Vorandi Kahandi, MPharm candidates from Monash University and Devon Greene, PharmD candidate from the UNC – Eshelman School of Pharmacy for their data analysis support. This research was supported by an American Association of Colleges of Pharmacy (AACP) Scholarship of Teaching and Learning (SOTL) grant. The researchers would like to acknowledge Kate Lowe, Erica Bell, and Vorandi Kahandi, MPharm candidates from Monash University and Devon Greene, PharmD candidate from the UNC – Eshelman School of Pharmacy for their data analysis support.

Financiadores
American the American Heart Association
University of North Carolina and North Carolina State University
Monash University

ASJC Scopus subject areas

General Medicine
Education

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Exploring cognitive apprenticeship and teaching practices in pharmacy education

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