| Autor: |
Kelly M. Quesnelle, Naunihal T. Zaveri, Stephen D. Schneid, Joe B. Blumer, John L. Szarek, Marieke Kruidering, Michael W. Lee |
| Jazyk: |
angličtina |
| Rok vydání: |
2021 |
| Předmět: |
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| Zdroj: |
Pharmacology Research & Perspectives, Vol 9, Iss 3, Pp n/a-n/a (2021) |
| Druh dokumentu: |
article |
| ISSN: |
2052-1707 |
| DOI: |
10.1002/prp2.773 |
| Popis: |
Abstract A grounded knowledge of pharmacology is essential for healthcare providers to improve the quality of patients’ lives, avoid medical errors, and circumvent potentially dangerous drug–drug interactions. One of the greatest tools to achieve this foundational knowledge of pharmacology is the dedicated pharmacology educators who teach in health sciences programs. Too often, the pharmacology educators responsible for teaching this material are left siloed at their own institutions with little room for dialog and collaboration. As scientists, we know that it is through dialog and collaboration that ideas grow, are refined, and improve. More collaborative work is needed to identify and describe best practices for pharmacology education in health sciences programs. While evidence‐based, outcomes‐focused studies are the optimum standard for this work, there is also a place for descriptive studies and innovative reports. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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