Evidence map›Paper›PMID 28630511›Full record

ArticleAmerican journal of pharmaceutical education2017

Comparison of Pharmaceutical Calculations Learning Outcomes Achieved Within a Traditional Lecture or Flipped Classroom Andragogy.

H Glenn Anderson, Lisa Frazier, Stephanie L Anderson, Robert Stanton, Chris Gillette, Kim Broedel-Zaugg, Kevin Yingling

Abstract read
In one paragraph

Article in American journal of pharmaceutical education, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 22 papers, 4 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
22citing papers in PubMed, 4 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

22 citing papers in PubMed, 4 syntheses or guidelines pooled it.

  1. Pooled it
  2. Pooled it
  3. Pooled it
  4. A Meta-Analysis of Outcomes Comparing Flipped Classroom and Lecture.American journal of pharmaceutical education · 2018
    Pooled it
  5. Trial
  6. Trial
  7. Trial
  8. Trial
  9. How do senior pharmacy students at King Saud University perceive their pharmaceutical calculation skills and preparedness for clinical practice?Saudi pharmaceutical journal : SPJ : the official publication of the Saudi Pharmaceutical Society · 2026
    Article
  10. Review
  11. Article
  12. Article
  13. Article
  14. Article
  15. Flipped classrooms in pharmacy education: A systematic review.Saudi pharmaceutical journal : SPJ : the official publication of the Saudi Pharmaceutical Society · 2023
    Review
  16. Review
  17. Article
  18. Article
  19. Article
  20. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

H Glenn AndersonMarshall University School of Pharmacy, Huntington, West Virginia.
Lisa FrazierMission Hospital, Asheville, North Carolina.
Stephanie L AndersonMarshall University School of Pharmacy, Huntington, West Virginia.
Robert StantonMarshall University School of Pharmacy, Huntington, West Virginia.
Chris GilletteMarshall University School of Pharmacy, Huntington, West Virginia.
Kim Broedel-ZauggMarshall University School of Pharmacy, Huntington, West Virginia.
Kevin YinglingMarshall University School of Pharmacy, Huntington, West Virginia.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

PubMed holds no abstract for this paper.

Indexed as

Drug Dosage CalculationsEducation, PharmacyLearningHumansRandom AllocationStudents, Pharmacyflipped classroomobjective structured clinical exampharmacy calculationsrandomized controlled studytraditional lecture

Identifiers

PMID28630511
PMCPMC5468708

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.