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At least 235 records · Page 13Linked to original sources
PubMed1983

Doctor of pharmacy.

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Education, Pharmacy, Graduate↗
PubMed1976

Organizing patient data for use in clinical pharmacy practice and education.

A simple, low-cost manual data retrieval system, which provides selective access to all patient cases monitored by pharmacists, is described. The system uses notched cards which are coded by clinical descriptors. The codes are based on a modification of the International Calssification of Diseases, Adapted, disease-diagnosis coding system. This multiple entry system is flexible and can be easily converted to a computer-based system.

Education, Pharmacy↗
PubMed1991

Effect of pharmacy-conducted education on prescribing of postoperative narcotics.

The effect of written guidelines and pharmacist-conducted education on the prescribing of postoperative narcotics was studied. The postoperative narcotic regimens prescribed on a general surgery ward and patients' assessment of pain control were recorded during three eight-week study phases. After the first (baseline) phase, written guidelines for the use of postoperative narcotics were mailed to all physicians. Four weeks after the baseline phase ended, data were collected again for eight weeks. A pharmacist then began reinforcing the guidelines by presenting inservice educational sessions and participating in ward rounds. The pharmacist did not attempt to change narcotic regimens for individual patients. Four weeks after the pharmacist's efforts began, the final eight-week data-collection period commenced. In general, the appropriateness of narcotic orders increased as the educational efforts intensified. There was no difference in narcotic expenses or pain control among the study phases. The appropriateness of postoperative analgesic regimens increased as education efforts became more intense, but the efforts had no effect on drug expenses or pain control.

Drug Prescriptions↗
PubMedDate not supplied

A matter of degrees.

We have completed a decade of enormous progress in pharmacy education. The signs of this are apparent in faculty growth, innovative curricula, and expanded clinical and research programs. Many of the rewards of these advances will be realized in the 1980s. The move between the decades is accompanied by economic, social, and political changes that could have an impact on education and the profession. The challenge is to maintain what has been gained and to mold existing and new resources to meet new priorities. In conclusion, the profession of pharmacy will agonize through the 1980s as the sore of two entry level degrees festers in a climate of resource scarcity. By this time, educators should cease the debate and, as difficult as it might be, get on with moving to the Pharm. D. as the entry level degree. To do less might be argued on the basis of societal need, educational cost, academic standards, and other sound reasons. However, the fault in all of these arguments is that they leave the profession torn apart and anguishing over itself.

Education, Pharmacy↗
PubMed2006

Pharmacists in veterinary education: bridging the gap.

Veterinary patients stand to benefit greatly from the collaboration of pharmacy and veterinary medicine, and there are many ways pharmacy and veterinary medicine can work in concert. The best efforts to revise and remodel veterinary and pharmacy education to fit an evolving world of clinical practice are grounded in an understanding of each profession. Veterinary education should impart to its students and residents the skills necessary to critically evaluate drug therapy, select therapies based on facts from drug information sources, and operate a veterinary practice that abides by the legal, regulatory, and operational requirements necessary to maintain and dispense drugs. The academic training environment of each profession must include information on the other, in order to better prepare professionals for a realistic practice environment. When armed with an understanding of what pharmacists can provide their patients, veterinarians can demand these skills where appropriate. With the ultimate goal of producing an optimal learning environment, veterinary curricula should allow both pharmacy and veterinary medicine to work together to build a path to quality patient care and educational superiority.

Cooperative Behavior↗
PubMed2006

Instructional model to teach clinically relevant medicinal chemistry.

The relevance of medicinal chemistry to pharmacy practice has been questioned by many pharmacy educators as more emphasis has been placed on linking clinical knowledge and practice to pharmacy student educational outcomes. Faculty teaching in medicinal chemistry and other biomedical and pharmaceutical science courses have embraced this challenge. Various teaching methods and approaches within medicinal chemistry that emphasize application of this knowledge have been sought to improve the usefulness of this scientific discipline to the future careers of students. The newly revised ACPE guidelines and standards have reemphasized the role of the sciences in the curriculum. With this mandate, it is essential that all science faculty members adjust the way they teach to meet the new desired outcomes for pharmacy graduates. This manuscript describes an instructional model for teaching medicinal chemistry explicitly designed to meet these outcomes. A process of collaboration between experienced pharmacy faculty scholars was used to derive this approach. Pedagogy for cognitive and affective learning was incorporated. A case study using a representative drug class is presented to illustrate this model.

Chemistry, Pharmaceutical↗