Background and purpose

Cognitive apprenticeship theory is a model instructors can use to develop expert thinking in a classroom setting. Cognitive apprenticeship theory has been discussed in the literature; however, descriptions of its application in the classroom setting are lacking. We describe how cognitive apprenticeship guided the development and implementation of a new critical care course with a goal of making expert thinking “visible” to students.

Educational activity and setting

A four-credit-hour course implemented in the 2018–2019 academic year was developed around the dimensions of cognitive apprenticeship. Clinical pharmacists with the affiliated healthcare system contributed to the design and implementation. Elements of the course in which cognitive apprenticeship theory guided the design included pre-class work, in-class group work, and an attending-facilitated discussion session.

Findings

All four dimensions of cognitive apprenticeship were incorporated throughout the course. The course coordinator perceived that student questions and the quality of the discussion were higher level than in previous years.

Summary

Cognitive apprenticeship theory can be used to design and implement a professional doctor of pharmacy course that prepares students for the types of thinking required in practice. We believe this model could be successfully implemented at other schools of pharmacy.

中文翻译：

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认知学徒制理论在药学博士课程设计中的应用

背景和目的

认知学徒制理论是教师可以用来在课堂环境中培养专家思维的模型。认知学徒制理论已经在文献中讨论过；然而，缺乏对其在课堂环境中的应用的描述。我们描述了认知学徒制如何指导新重症监护课程的开发和实施，其目标是让专家的思维对学生“可见”。

教育活动和环境

围绕认知学徒制的维度开发了 2018-2019 学年实施的四学分课程。附属医疗保健系统的临床药剂师为设计和实施做出了贡献。认知学徒制理论指导设计的课程要素包括课前作业、课堂小组作业和参加促进的讨论会。

发现

整个课程都包含了认知学徒制的所有四个维度。课程协调员认为学生的问题和讨论的质量比往年更高。

概括

认知学徒制理论可用于设计和实施专业的药学博士课程，让学生为实践所需的思维类型做好准备。我们相信这种模式可以在其他药学院成功实施。