Abstract
Although there exist some significant differences in the content and in the teaching of pharmacology in schools, there is a common need which can be readily identified. If the phamacologist is to be effective and efficient in his teaching functions, he must communicate with those who provide prerequisite instruction and with the clinical faculty who extrapolates the student's background into therapeutics and toxicology. Cooperative preparation of behavioral objectives is suggested as an integrating mechanism which can improve instruction, support efficient curriculum management, and promote interdisciplinary rapport.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 14-19 |
| Number of pages | 6 |
| Journal | Health Communications and Informatics |
| Volume | 5 |
| Issue number | 1 |
| State | Published - 1979 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Medicine(all)
Cite this
Integration of pharmacology and therapeutics in pharmacy curricula. / Walton, C. A.; Talbert, Robert.
In: Health Communications and Informatics, Vol. 5, No. 1, 1979, p. 14-19.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Integration of pharmacology and therapeutics in pharmacy curricula
AU - Walton, C. A.
AU - Talbert, Robert
PY - 1979
Y1 - 1979
N2 - Although there exist some significant differences in the content and in the teaching of pharmacology in schools, there is a common need which can be readily identified. If the phamacologist is to be effective and efficient in his teaching functions, he must communicate with those who provide prerequisite instruction and with the clinical faculty who extrapolates the student's background into therapeutics and toxicology. Cooperative preparation of behavioral objectives is suggested as an integrating mechanism which can improve instruction, support efficient curriculum management, and promote interdisciplinary rapport.
AB - Although there exist some significant differences in the content and in the teaching of pharmacology in schools, there is a common need which can be readily identified. If the phamacologist is to be effective and efficient in his teaching functions, he must communicate with those who provide prerequisite instruction and with the clinical faculty who extrapolates the student's background into therapeutics and toxicology. Cooperative preparation of behavioral objectives is suggested as an integrating mechanism which can improve instruction, support efficient curriculum management, and promote interdisciplinary rapport.
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UR - http://www.scopus.com/inward/citedby.url?scp=0018712878&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:0018712878
VL - 5
SP - 14
EP - 19
JO - Health Communications and Informatics
JF - Health Communications and Informatics
SN - 0378-9845
IS - 1
ER -