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 |
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... experience of all PBL curricula is that the skill of the facilitator is essential to success. This role is central to the students' abilities to achieve the educational goals and outcomes possible with problem-based learning. The ...
... experience of all PBL curricula is that the skill of the facilitator is essential to success. This role is central to the students' abilities to achieve the educational goals and outcomes possible with problem-based learning. The ...
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... experiences or expertise might be valuable as a resource. Climate and roles The active learning climate in student-centered problem-based learning is quite different from that in conventional pharmacy curricula. In conventional pharmacy ...
... experiences or expertise might be valuable as a resource. Climate and roles The active learning climate in student-centered problem-based learning is quite different from that in conventional pharmacy curricula. In conventional pharmacy ...
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... experiences. The stimulus of a patient problem will often bring to mind information that may actually be a surprise to you. This ability of the problem to bring forth prior knowledge has two advantages for learning. It indicates areas ...
... experiences. The stimulus of a patient problem will often bring to mind information that may actually be a surprise to you. This ability of the problem to bring forth prior knowledge has two advantages for learning. It indicates areas ...
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... experience and agree on your objectives because this sets the focus for the discussions in your PBL group. If you agree on learning in a certain area, then the problem solving, the hypotheses raised, the understanding of the problem ...
... experience and agree on your objectives because this sets the focus for the discussions in your PBL group. If you agree on learning in a certain area, then the problem solving, the hypotheses raised, the understanding of the problem ...
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... experienced in this process, the student facilitator progressively withdraws from the discussions and enters only when guidance may seem indicated. Occasionally during this process, especially when you seem to be getting off the track ...
... experienced in this process, the student facilitator progressively withdraws from the discussions and enters only when guidance may seem indicated. Occasionally during this process, especially when you seem to be getting off the track ...
Contents
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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