Cedarville University DigitalCommons@Cedarville Pharmacy Practice Faculty Publications Department of Pharmacy Practice 6-2019 Piloting A Branched Narrative Learning Pedagogy to Promote Critical Thinking In Student Pharmacists MeiLing G. Norfolk Cedarville University,
[email protected] Bethany Sibbitt Cedarville University,
[email protected] Zach Jenkins Cedarville University,
[email protected] Follow this and additional works at: https://digitalcommons.cedarville.edu/ pharmacy_practice_publications Part of the Higher Education Commons, Medical Education Commons, and the Pharmacy and Pharmaceutical Sciences Commons Recommended Citation Norfolk, MeiLing G.; Sibbitt, Bethany; and Jenkins, Zach, "Piloting A Branched Narrative Learning Pedagogy to Promote Critical Thinking In Student Pharmacists" (2019). Pharmacy Practice Faculty Publications. 386. https://digitalcommons.cedarville.edu/pharmacy_practice_publications/386 This Abstract is brought to you for free and open access by DigitalCommons@Cedarville, a service of the Centennial Library. It has been accepted for inclusion in Pharmacy Practice Faculty Publications by an authorized administrator of DigitalCommons@Cedarville. For more information, please contact
[email protected]. American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654. AACP REPORT Abstracts Presented at the 120th Annual Meeting of the American Association of Colleges of Pharmacy, Chicago, Illinois, July 13-17, 2019 ADMINISTRATIVE SERVICES University of Texas at Austin, W. Renee Acosta, The Uni- Completed Research versity of Texas at Austin. Objective: Develop an admin- Admission Scores and Characteristics in Relation istrative process to take the PCOA from a “high stakes” to Performance Within PharmD Curriculum and on (pass/no pass) model to a “gated stakes” exam in which Licensure Examinations. Andrea J. Cameron, Univer- the level of performance dictated differential levels of sity of Toronto, Robert P.