Pharmacoethics: A Problem-Based ApproachCRC Press, 2003 M04 29 - 472 pages Due to the changing nature of the practice of pharmacy, today's pharmacists, pharmaceutical scientists, and researchers are faced with an increasing amount of ethical dilemmas. Pharmacoethics: A Problem Based Approach not only introduces the current ethical issues, it also provides decision making tools that can be applied to any ethical issue that |
From inside the book
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... actions,” and it is where actions that your PBL group wants to carry out in the future are listed as a reminder. One member of your PBL group (not the student facilitator) should be picked to be the scribe for your group. Your scribe's ...
... actions,” and it is where actions that your PBL group wants to carry out in the future are listed as a reminder. One member of your PBL group (not the student facilitator) should be picked to be the scribe for your group. Your scribe's ...
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... action in light of the hypotheses and not take actions just because they are part of a menu. When your group has a standardized patient and you utilize the time-in, timeout procedure, your group should agree that during the time-in ...
... action in light of the hypotheses and not take actions just because they are part of a menu. When your group has a standardized patient and you utilize the time-in, timeout procedure, your group should agree that during the time-in ...
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... actions are being taken; this challenges your deductive logic in picking actions related to the ideas (hypotheses) entertained. After working through a number of patient problems, you may become impatient with such a team approach to ...
... actions are being taken; this challenges your deductive logic in picking actions related to the ideas (hypotheses) entertained. After working through a number of patient problems, you may become impatient with such a team approach to ...
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... actions just seemed right. Sometimes, you might recall a similar patient problem for which these actions were used. Knowledge acquired in the context of active learning around a problem is stored in memory as “procedural knowledge,” in ...
... actions just seemed right. Sometimes, you might recall a similar patient problem for which these actions were used. Knowledge acquired in the context of active learning around a problem is stored in memory as “procedural knowledge,” in ...
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... considering the possibility of change (contemplation stage), then to becoming determined and prepared to make the change (preparation stage), and finally to taking action (action stage) and maintaining chapter two ...
... considering the possibility of change (contemplation stage), then to becoming determined and prepared to make the change (preparation stage), and finally to taking action (action stage) and maintaining chapter two ...
Contents
Section 23 | |
Section 24 | |
Section 25 | |
Section 26 | |
Section 27 | |
Section 28 | |
Section 29 | |
Section 30 | |
Section 9 | |
Section 10 | |
Section 11 | |
Section 12 | |
Section 13 | |
Section 14 | |
Section 15 | |
Section 16 | |
Section 17 | |
Section 18 | |
Section 19 | |
Section 20 | |
Section 21 | |
Section 22 | |
Section 31 | |
Section 32 | |
Section 33 | |
Section 34 | |
Section 35 | |
Section 36 | |
Section 37 | |
Section 38 | |
Section 39 | |
Section 40 | |
Section 41 | |
Section 42 | |
Section 43 | |
Section 44 | |
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Common terms and phrases
abortion action administrator answer the question behavior Belmont Report benefits Bibeau burden Casey cefaclor claim clinical commissioner’s conduct decision Declaration of Helsinki discussion district court doctor drug effect ERISA ethics committees evidence experience fact False Claims Act federal genetic genetic screening Griel group to role-play Helpful Web sites hospital Humphreys important Indiana informed consent injunction involved Korcak learning issues Lefton Lilly’s List the options major problems presented marijuana Medical Services medical staff methylsulfonylmethane Mississippi Monrovia motivational interviewing Moving Defendants nurse Nyenpan parens patriae participants patented process patient problem patient’s person pharmaceutical pharmacist pharmacy physician Plaintiffs preemption problem-based learning session procedure process patent professional protect qualified immunity reason regulations Reken relevant respond to possible responsibility risks Smith sodium chloride statute student facilitator student-centered problem-based learning subjects summary judgment Supreme Court Tarpeh-Doe treatment violation women