Elizabeth Yuriev | Skill development in pharmacy and pharmaceutical science education
Education is more about growth in skills than about teaching content, as the latter changes and moves in directions we can’t even predict today. While students are expected to become content experts, above all they must develop skills that will make them able to function professionally in the faster than ever changing world. They must be able to solve problems and think critically and creatively, communicate effectively in a variety of modes and to a range of audiences, work cooperatively and collaboratively with others, and learn independently.
Supporting students in developing such skills is the central goal of educators.
We have been designing and implementing instructional resources and practices to provide such support. For example:
Yuriev et al., “Scaffolding the development of problem-solving skills in chemistry: guiding novice students out of dead ends and false starts”, Chemistry Education Research and Practice 2017, 18, 486-504. DOI: 10.1039/C7RP00009J
K. Vo, M. Sarkar, P. J. White, and E. Yuriev, “Problem solving in chemistry supported by metacognitive scaffolding: Teaching associates’ perspectives and practices”, Chemistry Education Research and Practice 2022, 23, 436-451. DOI: 10.1039/D1RP00242B
The objective of our educational research is to evaluate the usefulness of these approaches for (i) deeper, more meaningful learning and (ii) improvement in students motivation and engagement. Two specific areas are currently actively pursued:
1. Modifying assessment to motivate learning (the use of open notes during examinations)
2. Goldilocks strategy for scaffolding problem-solving skills