Expert Thinking and Teaching Practices: How Do They Connect?

• In Event: Lessons in Instruction: What Works and What Doesn't Work in Professions Education

Abstract

As professional schools revise their curriculum to meet increasing demands from the healthcare system it is imperative that we better understand and promote the use of effective teaching practices. Research suggests that Cognitive Apprenticeship theory is an effective framework for the health professions, yet few studies clearly describe the types of teaching activities that align with the framework. In this study, our goal was to identify strategies that pharmacy educators used to explicate their expert thinking for students within didactic environments.

Authors

• Lana Marie Minshew, Medical College of Wisconsin

• Jacqueline E. McLaughlin, University of North Carolina - Chapel Hill