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AuthorOsman, Aisha
AuthorAl-Badriyeh, Daoud
AuthorHussain, Farhat Naz
AuthorRiaz, Sadaf
AuthorElewa, Hazem
AuthorMraiche, Fatima
Available date2023-05-11T07:04:38Z
Publication Date2022-06-01
Publication NameCurrents in Pharmacy Teaching and Learning
Identifierhttp://dx.doi.org/10.1016/j.cptl.2022.06.008
ISSN18771297
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85133377639&origin=inward
URIhttp://hdl.handle.net/10576/42582
AbstractBackground and purpose: Strong writing skills are critical to the pharmacy profession. This paper describes the design, delivery, and impact of a course intended to develop pharmacy students' scientific writing, peer assessment, and critical appraisal skills. Educational activity and setting: The course was offered in the final year of an undergraduate pharmacy program with students whose first language is not English. In this course, students write two structured pharmacy review articles (PRA) based on assigned scientific research articles and peer assess each others' written PRAs. Students also critically appraise scientific research articles on a weekly basis, complete one pre-journal club written reflective critique based on a assigned scientific research article, and moderate one journal club session. Findings: Course rubrics were developed and validated by the course coordinators. A survey administered to students enrolled in the course identified that 85% of the students perceived that they gained adequate writing skills in the course. More than 70% of the students indicated they had the necessary skills to evaluate their peers' written assessments, and 93% felt comfortable providing and receiving feedback from peers. More than 90% of the students indicated that writing PRAs and the peer assessment improved their critical and analytical skills. This course improved students' scientific writing, peer assessment, and critical appraisal skills. Further practice is required to reinforce the skills learned and to strengthen the writing skills of students.
Languageen
PublisherElsevier
SubjectCritical appraisal
Non-native English speakers
Peer assessment
Pharmacy curriculum
Scientific writing
TitleThe design and implementation of an undergraduate health professional degree elective course on scientific writing, peer assessment, and critical appraisal
TypeOther
Pagination765-772
Issue Number6
Volume Number14
dc.accessType Open Access


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