Argumentation and processing knowledge in open-ended assignment tasks: Challenges and accomplishments among pharmacy students

Students in higher education have been shown to difficulties developing their critical thinking skills, such as analysis and problem solving, reasoning argumentation. Open-ended tasks offer opportunities for students develop own interpretations of various sources, critically analyse domain-specific knowledge utilize that This study focuses on the ability new Master’s (n=37) pharmaceutical from different sources producing written arguments counter-arguments context open-ended assignment task. The data were analysed by qualitative content analysis. results showed there was substantial variation how processed well they utilized While some able provide comprehensive others superficially struggled generate convincing arguments. Students’ responses typically one-sided: only a few provided associated with problem-solving situation presented Understanding nature challenges argumentation processing encountered pharmacy can help educators modify pedagogical practices better support students’ learning.