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At least 217 records · Page 12Linked to original sources
PubMed1998

Writing cognitive educational objectives and multiple-choice test questions.

Guidelines for writing cognitive objectives and multiple-choice test questions for pharmacy educational programs are suggested. Cognitive educational objectives relate to intellectual skills and can usually be tested with multiple-choice questions. Pharmacy educators writing cognitive objectives should focus on the major, not minor, knowledge or skills that participants in an educational program are expected to acquire; ensure that the objectives are supported by instruction; define the desired performance of the learners; ensure that the objectives are observable and measurable; and define the learning level for each objective (i.e., knowledge, comprehension, application, analysis, synthesis, or evaluation). Each multiple-choice test question should be written with a view to assessing the learner's achievement of one of the stated objectives. Educators should write test questions that are clear and concise, are in the form of complete sentences, include one clearly correct or best response, are phrased positively rather than negatively, and give no clues as to the correct answer. The learning level of each question should match that of the objective the question is designed to test. Educators should weight tests fairly by including the same number of questions for each objective. It may be necessary to include some higher-level questions to ensure assessment of the competence level at which the program is aimed. Cognitive educational objectives should be observable and measurable; multiple-choice test questions should correspond to specific objectives and be based on the appropriate learning level.

Education, Pharmacy↗
PubMed1997

Health informatics education for pharmacy students in Romania.

The objectives and the curriculum of the health informatics course for pharmacy students at the University of Medicine and Pharmacy in Timisoara is presented. The relations with other disciplines and the integration into the overall educational program are discussed within the frame of the specific requirements of a pharmacy school. A description of our specific programs for pharmacy students devoted to laboratory works is also presented.

Computer Literacy↗
PubMed1984

Post-doctoral education for pharmacy practice faculty.

Post-doctoral training is becoming increasingly important as a means of preparing for faculty positions in the clinical or pharmacy practice departments of colleges of pharmacy. This article suggests that such training is the most appropriate means of providing the research skills necessary for growth in the academic environment and discusses the impact of post-doctoral programs on the individuals taking them, on the colleges of pharmacy, and on the profession as a whole. For the profession, there is seen a very positive gain as a result of high-training is essential to produce the manpower needed. Some suggestions are offered for enhancing the current level of training.

Education, Pharmacy, Continuing↗
PubMed2003

Implementing a pharmacy patient education center.

Ambulatory care federal pharmacists may be readily used by beneficiaries to obtain verbal and written pharmaceutical and/or medical information because of their high visibility and accessibility. In addition to information provided for prescription medications, pharmacists may provide medication and disease information through a patient education center. A patient education center may contain written information in the form of pamphlets, booklets, or tear-off sheets, static displays such as posters, or interactive devices such as computers. The purpose of this study is to describe implementation of a patient education center consisting of written information and static displays at a Coast Guard pharmacy. The processes described in this study may be emulated by other health care professionals in a variety of settings.

California↗
PubMedDate not supplied

Provider-pharmacist education and adherence rates for the oral typhoid vaccine: a pilot study.

In 2002, 35 travelers were surveyed regarding the travel medicine provider and pharmacist education they received, along with self-reported adherence rates for the Ty21a vaccine. The results demonstrated that pharmacy education is minimal and that computerized pharmacy education handouts were not considered helpful by these travelers. Complete adherence was reported at 49%.

Administration, Oral↗
PubMed1993

[History of Polish pharmacy].

Doctoral thesis (in French) by Monika Debska-Donnet, entitled "History of pharmacy and pharmaceutical art collections in Poland" which was presented to Paris XI University (Faculty of Pharmaceutical and Biological Sciences) in 1991, was translated into Japanese and summarized. In this report, histories of pharmacy education, pharmacists, community pharmacies, pharmacopoeiae, pharmaceutical industries in Poland were described, and four representative Polish museums of history of pharmacy were also explained.

Academic Dissertations as Topic↗