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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... subjects; (5) research/testing on animals; and (6) contemporary issues. Unfortunately, the studentcentered problem-based learning cases at the University of New Mexico COP have excluded discussion of these important clinical ethics ...
... subjects; (5) research/testing on animals; and (6) contemporary issues. Unfortunately, the studentcentered problem-based learning cases at the University of New Mexico COP have excluded discussion of these important clinical ethics ...
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... subjects and research on animal subjects or unethical experimentation and research principles) may be “doubled up” in a specified week. Care should also be taken by the law professor to draw associations between the topics discussed in ...
... subjects and research on animal subjects or unethical experimentation and research principles) may be “doubled up” in a specified week. Care should also be taken by the law professor to draw associations between the topics discussed in ...
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... subject by different groups of students. This can be alleviated if the consultant puts together a learning resource that covers the subject for student referral. Then, you can come to the consultant if there are still unanswered ...
... subject by different groups of students. This can be alleviated if the consultant puts together a learning resource that covers the subject for student referral. Then, you can come to the consultant if there are still unanswered ...
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... subject areas raised by the problem that you do not understand or understand fully. These could profitably be reviewed at this time. Next, your group should decide on how to divide the learning issues. Although there is a tendency for ...
... subject areas raised by the problem that you do not understand or understand fully. These could profitably be reviewed at this time. Next, your group should decide on how to divide the learning issues. Although there is a tendency for ...
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... subject area related to the patient's problem. If you have to give a formal presentation, it is a chance to evaluate your ability to get your group's members involved in an interactive discussion with questions and input from the ...
... subject area related to the patient's problem. If you have to give a formal presentation, it is a chance to evaluate your ability to get your group's members involved in an interactive discussion with questions and input from the ...
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
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