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|Title:||Evidence-based Learning Design: The Case of Pharmacology Teaching in Pharmacy Programs||Contributor(s):||Stupans, Ieva (author)||Publication Date:||2010||Handle Link:||https://hdl.handle.net/1959.11/7662||Abstract:||Pharmacists must possess comprehensive pharmacology knowledge, which involves an understanding of the scientific principles underpinning medications as well as the ability to contextualise medication management to patient needs. In this paper pharmacy program design in terms of courses and their sequencing, the content of these courses and the way in which these contents are taught is appraised. As pharmacy academics we are still left with questions of content boundaries, approaches to teaching and course design. For pharmacy programs, with respect to subject areas such as pharmacology, evidence-based principles are needed. The approaches to teaching and content boundaries are currently developed by course teaching teams within accreditation guidelines without the directives of evidence-based principles.||Publication Type:||Conference Publication||Conference Name:||University Learning and Teaching Futures (ULT-Futures) Colloquium: Rethinking Learning in Your Discipline, Armidale, Australia, 8th - 9th September, 2010||Conference Details:||University Learning and Teaching Futures (ULT-Futures) Colloquium: Rethinking Learning in Your Discipline, Armidale, Australia, 8th - 9th September, 2010||Source of Publication:||Rethinking Learning in Your Discipline: Proceedings of the University Learning and Teaching Futures Colloquium, 2010||Publisher:||Teaching and Learning Centre, University of New England||Place of Publication:||Armidale, Australia||Field of Research (FOR):||119999 Medical and Health Sciences not elsewhere classified||Peer Reviewed:||Yes||HERDC Category Description:||E1 Refereed Scholarly Conference Publication||Other Links:||http://www.une.edu.au/altc/ult-futures/documents/ULT-Futures-2010-Stupans.pdf
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