The impact of critical thinking skills on student pharmacist GPA at a historically Black university

• Published in: Currents in pharmacy teaching and learning 2024-06, Vol.16 (6), p.435-444
• Main Authors: Lajthia, Estela, Law, Miranda G., Jorden, Jamila, Haynes, Bryanna, Awuonda, Mary K., Habib, Muhammad, Karodeh, Youness R., Wingate, La'Marcus T.
• Format: Article
• Language: English
• Subjects: Academic performance; Adult; Black or African American - psychology; Black or African American - statistics & numerical data; Critical thinking skills; Cross-Sectional Studies; Education, Pharmacy - methods; Education, Pharmacy - standards; Education, Pharmacy - statistics & numerical data; Educational Measurement - methods; Educational Measurement - statistics & numerical data; Female; Humans; Male; Students, Pharmacy - psychology; Students, Pharmacy - statistics & numerical data; Thinking; Underrepresented minority; Universities - organization & administration; Universities - statistics & numerical data
• ISSN: 1877-1297; 1877-1300
• DOI: 10.1016/j.cptl.2024.04.003

Introduction: Limited information is available regarding whether malleable factors such as critical thinking skills are associated with academic performance among underrepresented minority pharmacy students. This study assessed the relationship between critical thinking skills and grade point average (GPA) among pharmacy students attending a Historically Black College. Methods: A cross sectional study design was utilized to evaluate the association between student's GPA and critical thinking skills. Demographic data and GPA were abstracted from student records. The health sciences reasoning test with numeracy was administered to pharmacy students at Howard University during the 2017 to 2018 academic year. Critical thinking scores were classified as weak, moderate, or strong/superior. A one way analysis of variance was conducted to ascertain if the average GPA differed based on critical thinking skills category. A multiple linear regression analysis was conducted to determine whether student's critical thinking skill category was associated with the cumulative GPA after accounting for other factors. Results: Among 217 students, the mean GPA among students with a weak critical thinking skills score (3.22 ± 0.40) was lower compared to students with a strong/superior score (3.39 ± 0.33) with a p-value of 0.029. After adjusting for other factors, a strong/superior critical thinking skills score was associated with a higher GPA (p-value = 0.024) in comparison to weak critical thinking skills. Conclusion: Stronger critical thinking skills scores are associated with better academic performance among underrepresented minority pharmacy students.