Evidence-based Learning Design: The Case of Pharmacology Teaching in Pharmacy Programs

Ieva Stupans

Evidence-based Learning Design: The Case of Pharmacology Teaching in Pharmacy Programs

Ieva Stupans

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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.

Original language	English
Title of host publication	Rethinking Learning in Your Discipline: Proceedings of the University Learning and Teaching Futures Colloquium, 2010
Editors	Dr Robyn Muldoon
Place of Publication	Armidale, Australia
Publisher	University of New England, Teaching and Learning Centre
ISBN (Print)	9781921597268
Publication status	Published - 31 Dec 2010
Event	ULT-Futures 2010: University Learning and Teaching Futures Colloquium - Armidale, Australia Duration: 8 Sept 2010 → 9 Sept 2010

Conference

Conference	ULT-Futures 2010: University Learning and Teaching Futures Colloquium
City	Armidale, Australia
Period	8/09/10 → 9/09/10

Keywords

Medical and Health Sciences

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https://hdl.handle.net/1959.11/7662

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title = "Evidence-based Learning Design: The Case of Pharmacology Teaching in Pharmacy Programs",

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.",

keywords = "Medical and Health Sciences",

author = "Ieva Stupans",

year = "2010",

month = dec,

day = "31",

language = "English",

isbn = "9781921597268",

editor = "Muldoon, \{Dr Robyn\}",

booktitle = "Rethinking Learning in Your Discipline: Proceedings of the University Learning and Teaching Futures Colloquium, 2010",

publisher = "University of New England, Teaching and Learning Centre",

note = "ULT-Futures 2010: University Learning and Teaching Futures Colloquium ; Conference date: 08-09-2010 Through 09-09-2010",

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Stupans, I 2010, Evidence-based Learning Design: The Case of Pharmacology Teaching in Pharmacy Programs. in DR Muldoon (ed.), Rethinking Learning in Your Discipline: Proceedings of the University Learning and Teaching Futures Colloquium, 2010. University of New England, Teaching and Learning Centre, Armidale, Australia, ULT-Futures 2010: University Learning and Teaching Futures Colloquium, Armidale, Australia, 8/09/10. <https://hdl.handle.net/1959.11/7662>

Evidence-based Learning Design: The Case of Pharmacology Teaching in Pharmacy Programs. / Stupans, Ieva.
Rethinking Learning in Your Discipline: Proceedings of the University Learning and Teaching Futures Colloquium, 2010. ed. / Dr Robyn Muldoon. Armidale, Australia: University of New England, Teaching and Learning Centre, 2010.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Evidence-based Learning Design

T2 - ULT-Futures 2010: University Learning and Teaching Futures Colloquium

AU - Stupans, Ieva

PY - 2010/12/31

Y1 - 2010/12/31

N2 - 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.

AB - 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.

KW - Medical and Health Sciences

UR - http://www.une.edu.au/altc/ult-futures/documents/ULT-Futures-2010-Stupans.pdf

UR - http://www.une.edu.au/altc/ult-futures/

M3 - Conference contribution

SN - 9781921597268

BT - Rethinking Learning in Your Discipline: Proceedings of the University Learning and Teaching Futures Colloquium, 2010

A2 - Muldoon, Dr Robyn

PB - University of New England, Teaching and Learning Centre

CY - Armidale, Australia

Y2 - 8 September 2010 through 9 September 2010

ER -

Evidence-based Learning Design: The Case of Pharmacology Teaching in Pharmacy Programs

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Keywords

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