Cognitive development of learners in pharmacy education

Human development involves growth and maturation, including development in the cognitive abilities of learners. Just as Jean Piaget's childhood stages of cognitive development have provided a basis for kindergarten through 12th-grade education, cognitive development theories for adults in higher education have been described. Kohlberg's theory in developmental psychology, Grow's model of self-directed learning, Saljo's conceptions of learning, and Vygotsky's theory of social development are discussed in relation to cognitive development of student pharmacists. Importantly, not all learners appear to progress through all stages in these cognitive theories, with some learners progressing further than others. Investigations suggest that learners in any course of study are not all in the same stage of development; development stages can vary among classmates. Cognitive development theories suggest that educators should assess course requirements and foster development for diverse learners. Likewise, student definitions of learning can be simple or complex, though appear to mirror the instructor's teaching methods and learning definition. Thus, deeper learning requires skilled educators to strive in understanding and challenging learners toward greater cognitive development. Important to cognitive development are strategies for improving thinking and a manner in which educators can augment both course instructional format and students' conceptions of learning. Implications to pharmacy education are discussed, such as educators' need to plan for increasing cognitive abilities among students progressing through a whole pharmacy program. All pharmacy educators should have a conceptual basis for cognitive development of learners in pharmacy. (C) 2011 Elsevier Inc. All rights reserved.