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ERIC Number: ED198749
Record Type: RIE
Publication Date: 1980-Sep
Pages: 98
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Alternative Methods by Which Basic Science Pharmacy Faculty Can Relate to Clinical Practice, Executive Summary and Final Report, October 1, 1978 - March 15, 1980.
Kabat, Hugh F.; And Others
The areas of basic science pharmacy instruction and clinical pharmacy practice and their interrelationships were identified in order to help develop didactic and clinical experience alternatives. A 10-member advisory committee ranked basic pharmaceutical science topical areas in terms of their applicability to clinical practice utilizing a Delphi technique to achieve consensus. Rankings fell within a hierarchy that included fundamental background subjects, human biological and social systems, pharmaceutical sciences, and practice applications. Committee members also identified interrelationship between the topical areas and clinical practice functions in relation to the precursor level, the content level, and the applications level. The advisory committee concluded that didactic or clinical experience alternatives focusing upon research or teaching would be more feasible and effective than those with a greater service orientation to facilitate the illustration of clinical application in basic pharmaceutical science instruction. Fifteen ways to foster the inclusion of clinical applications in basic pharmaceutical science instruction are described, including development of joint research programs and establishment of "clinical correlation conferences." For each of the basic subject areas, the percentile rankings of respondents are presented. A chart identifying clinical practice functions, their rationale, and the corresponding fundamental background area is included. References and an executive summary are included. (SW)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Health Resources Administration (DHEW/PHS), Bethesda, MD. Bureau of Health Manpower.
Authoring Institution: Minnesota Univ., St. Paul.
Identifiers: N/A