Optimizing professional education in pharmacy: Are the ingredients as important as the recipe?

American Journal of Pharmaceutical Education

Volumn 69, Issue 2, 2005, Pages 245-246

  DeLander, Gary E ^a  

^a OREGON STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 27644589544     PISSN: 00029459     EISSN: None     Source Type: Journal    
DOI: 10.5688/aj690235     Document Type: Short Survey

References (6)

1. AACP Commission to Implement Change in Pharmaceutical Education. Am J Pharm Educ. 1993; 57:366-85.
2. Educational Outcomes. Center for the Advancement of Pharmaceutical Education, American, AACP, Alexandria, Va; 1998.
3. Accreditation Standards and Guidelines for the Professional Program in Pharmacy Leading to the Doctor of Pharmacy Degree. An Accreditation Manual for Professional Programs. 9th Ed. Chicago, Ill: American Council on Pharmaceutical Education; September 2000. Amended May 2002.
4. Chalmers RK, Gibson RD, Schumacher GE, Sorby DL, Zografi G. Liberal Education - A Key Component in Pharmacy Education, Report of the 19986 - 87 Argus Commission. Am J Pharm Educ. 1987;51: 446-50.
5. Chalmers RK, Grotpeter JJ, Hollenbeck RG, Nickman NA, Wincor MZ, Loacker G, Meyer SM. Ability-based outcome goals for the professional curriculum: a report of the Focus Group on Liberalization of the Professional Curriculum. Am J Pharm Educ. 1992; 56:304-9.
6. Findings and Recommendations of the Pharmaceutical Survey, 1948. American Council on Education, Washington DC; 1948.