ArticleAmerican journal of pharmaceutical education2015
Integrating a new medicinal chemistry and pharmacology course sequence into the PharmD curriculum.
Article in American journal of pharmaceutical education, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed.
- Development of Professional Attributes through Integration of Science and Practice at First-Year Pharmacy Level.Pharmacy (Basel, Switzerland) · 2020Article
- Assessing Students' Satisfaction with a Redesigned Pharmacology Course Series.American journal of pharmaceutical education · 2019Article
- Design and Implementation of an Integrated Competency-Focused Pharmacy Programme: A Case Report.Pharmacy (Basel, Switzerland) · 2019Article
- The Importance of Medicinal Chemistry Knowledge in the Clinical Pharmacist's Education.American journal of pharmaceutical education · 2018Review
- Survey of Pharmacy Schools' Approaches and Attitudes toward Curricular Integration.American journal of pharmaceutical education · 2016Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveTo evaluate the implementation of an integrated medicinal chemistry/pharmacology course sequence and its alignment with a therapeutics series.
designEach topic was divided into modules consisting of 2-hour blocks, and the content was integrated and aligned with the therapeutics series. Recitation sessions emphasizing application skills in an interactive environment followed each of three 2-hour blocks. To ensure that students achieved competency in each unit, students failing any unit examination were encouraged to undergo remediation. ASSESSMENT: Student feedback was collected by an independent researcher through social media and focus groups and relayed anonymously to course directors for midcourse improvements. Responses from surveys, interviews, and student ratings of faculty members and of courses were used to implement changes for future editions of the courses.
conclusionThe majority of students and faculty members felt the integration and alignment processes were beneficial changes to the curriculum. Elements of the new sequence, including remediation, were viewed positively by students and faculty members as well.
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Registered trials
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