چکیده (انگلیسی):

Objective: Enhancing criticalandmoralthinkingaregoalsofhighereducation.Wesoughttoexaminethinkingdevelopment
within aDoctorofPharmacy(Pharm.D.)program.
Methods: The CaliforniaCriticalThinkingSkillsTest(CCTST),HealthSciencesReasoningTest(HSRT),andtheDefining
Issues Test(DIT2)wereadministeredtoPharm.D.studentsoverfoursessionsthroughouttheirdidacticstudies.Studentstook
tests intheirP1Fall,P1Spring,P2Spring,andP3Spring.WhileCCTSTandHSRTaresimilarforassessingfoundational
critical thinking,theDIT2assessescomplexmoralthinking.Eachthinkingtestwascorrelatedwithacademicsuccessby
undergraduate andgraduategrade-pointaverages(GPAs).
Results: The CCTSTwasadministeredinP1Fall(20.1
5.0). ForHSRT,mean
S.D. wasP1Spring:22.7
3.5, P2
Spring: 22.6
4.8, andP3Spring:23.8
4.5. AfterconvertingP1-CCTSTandP2-HSRTscoresusinguser-manual
interpretations, therewasnodifferenceonpairedcomparison(P ¼ 0.22, 0.1Cohen’s d). Therewasasmalldifferencebetween
P1-HSRT andP3-HSRT(P o 0.01, 0.2Cohen’s d). Alsoadministeredeachtime,theDIT2wasP1Fall:40.4
12.6, P1
Spring: 36.3
13.7, P2Spring:44.9
13.6, andP3Spring:43.4
15.4. ForDIT2,bothP1FalltoP2SpringandP1Spring
to P3Springweresignificant withsmallandmediumeffect-sizes(both P o 0.01, 0.4and0.5Cohen’s d respectively).
Importantly, multipleHSRT,andDIT2assessmentscorrelatedwithundergraduateandgraduateGPAs.
Conclusions: During aPharm.D.programofstudy,studentsdevelopedsubstantiallyinmoralreasoningthoughminimallyin
foundational criticalthinking.Bothfoundationalandmoralreasoningcorrelatedwithacademicsuccess.Showing
responsiveness tochange,theDIT2appearshelpfulasameasureofcognitivedevelopmentforpharmacyeducation.
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