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dc.contributor.authorKrypel, Linda L.
dc.date.accessioned2006-08-31T16:30:35Z
dc.date.available2006-08-31T16:30:35Z
dc.date.issued1999
dc.identifier.citationAmerican Journal of Pharmaceutical Education, Volume 63, Issue 1, 1999, Pages 78-80en
dc.identifier.issn0002-9459
dc.identifier.urihttp://hdl.handle.net/2092/408
dc.descriptionLinda L. Krypel is an Associate Professor of Pharmacy Practice in the College of Pharmacy and Health Sciences at Drake University. She can be contacted at: linda.krypel@drake.eduen
dc.description.abstractThis paper describes how the development of a formulary helped students achieve an outcome ability in a nonprescription medicines course. For the nonprescription medicines course, ability-based outcomes were determined that were integrated, developmental and transferable. One outcome was an ability to make justifiable nonprescription medicine recommendations. The formulary assignment provided two and often three opportunities to extensively practice the desired outcome with feedback on performance criteria. The results of student evaluations regarding the usefulness of such an assignment as an effective learning tool are positive.en
dc.format.extent161973 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.publisherAmerican Association of Colleges of Pharmacyen
dc.subjectActive learning.en
dc.subjectAction research in education.en
dc.subjectLearning--Evaluation.en
dc.subjectEffective teaching in higher education.en
dc.subjectPharmacy--Study and teaching.en
dc.subjectEducation, Higher.en
dc.subjectActivity-based outcomes.en
dc.title"Use of a nonprescription medicine formulary assignment to help fulfill an ability-based outcome"en
dc.typeArticleen


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    Publications and research submitted by the faculty members of the Department of Pharmacy Practice.

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