Information intervention in the pharmaceutical sciences

Medical Reference Services Quarterly
Amy J ChatfieldIan S Haworth

Abstract

Professional guidelines state that higher-order thinking skills are a desirable outcome of pharmacy education. In this context, courses in pharmaceutics at the University of Southern California are taught in a learner-centered manner that requires use of chemical reference sources and interpretation of physicochemical information for drug molecules. To facilitate these activities, a librarian worked with faculty to design a class on reference sources and primary literature. Students believed the librarian instruction was beneficial. After the intervention, faculty fielded fewer information-related questions and the librarian received more sophisticated questions. The class emphasizes the importance of collaboration between librarians and faculty in achieving these results.

References

Nov 17, 2007·Health Information and Libraries Journal·Mariana Lapidus
Jan 15, 2009·Health Promotion Practice·Elizabeth K HillMarilyn Auerbach
Feb 14, 2009·American Journal of Pharmaceutical Education·Telle HailikariSari Lindblom-Ylanne
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Feb 26, 2010·Medical Reference Services Quarterly·Mariana LapidusLana Dvorkin-Camiel
Mar 12, 2010·American Journal of Pharmaceutical Education·Eric G Boyce, Lisa A Lawson
Jun 30, 2010·American Journal of Pharmaceutical Education·Rebecca M RomeroIan S Haworth
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Dec 24, 2010·American Journal of Pharmaceutical Education·Seetharama D Satyanarayanajois
Feb 9, 2011·American Journal of Pharmaceutical Education·Adam M Persky, Gary M Pollack

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Citations

Apr 5, 2013·The Journal of School Nursing : the Official Publication of the National Association of School Nurses·Debra E OttoPamela Sullivan
Nov 7, 2019·Medical Reference Services Quarterly·Emily P Jones, Christopher S Wisniewski
Oct 22, 2020·Medical Reference Services Quarterly·Emily P Jones, Jennifer N Wisniewski

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