ABSTRACT
Because additional approaches to critical thinking and problem-solving within pharmacy education are needed, this pilot clerkship study involved the development and implementation of a computerized clinical database designed to teach critical-thinking skills through structure of information entry. This database, the Arkansas Clinical Encounter System (ACES), was devised to parallel the structure or the prototyping that many clinicians use to gather information, to reach a decision based on available information, and to document outcomes. Although this study did not show a statistical difference in students' critical-thinking scores using pre- and post-Watson-Glaser Critical Thinking Appraisal testing, important weaknesses that were not part of the original study design were uncovered. These documentation and computer-expertise weaknesses must be addressed by all schools and colleges of pharmacy in order to prepare for reimbursement for cognitive services.