Using “thinking hat” debates to address controversial topics and enhance critical thinking in the pharmacy programme

Abstract

Background: This study shares advantages and lessons learned on the design and incorporation of the “thinking hat” in debates in the pharmacy curriculum, which was used to address controversial topics, including Diversity, Equity, Inclusion and Anti-racism (DEIA).     Methods: The “thinking hat” was administered in three independent Doctor of Pharmacy degree (PharmD) programmes to five student cohorts. The debate topics were: “COVID-19 vaccination mandates” and “genetic sequencing in healthcare.” The structure and assessment were similar. At the completion, students completed a perception survey and reflected on their experience.     Results: The “thinking hat” can be implemented in pharmacy schools to increase critical thinking, and integrate awareness of topics, like DEIA. The “thinking hat” is easily reproducible and versatile for each institution’s needs, making it a useful tool to share. Common themes from student feedback included enhanced class engagement, applicability of concepts discussed in the classroom, better preparation for facing challenging opinions in practice, and awareness of diversity and inclusion.      Conclusions: The “thinking-hat” activity was conducted in multiple locations, with different delivery methods, and with larger cohorts than previous debates in the literature. The “thinking hat” approach applies across various settings and can be used to introduce timely and controversial topics.