Development of a Sequenced Strategic Thinking Assignment Syllabus for a Senior-Level Professional Practice Course

In order to develop and improve critical thinking and writing skills, a sequenced assignment syllabus was developed for a senior-level pharmacy practice course. Working in groups of eight, students completed a series of eight assignments, each becoming gradually more complex and progressively more demanding than the preceding one. Topics ranged from management of overdose situations to the design of continuing education units for pharmacists, and were all linked to contemporary practice issues. Within their groups, students selected a specific role: the primary writer, the secondary editor, or a contributing researcher. This incremental approach allowed students to extrapolate from previous assignments and incorporate lecture material and personal experience in creative, self-directed ways. Student feedback regarding this sequenced assignment syllabus was mixed. While students enjoyed the topics discussed and perceived the course to be relevant to practice, there were concerns expressed regarding the distribution of workload and the equity of group work forming the basis for an individual's final mark.