Comprehensive Pharmacy Review for NAPLEX: Practice Exams, Cases, and Test Prep (zlibraryexau2g3p_onion).pdf Astrophysics for People in a Hurry. Rev. ed. of: Comprehensive pharmacy review practice exams / editors, Alan H. Library of Congress Cataloging-in-Publication Data. Comprehensive pharmacy review for NAPLEX: practice exams, case studies and test prep / editors, Alan H. Comprehensive pharmacy review practice exams free pdf. write Instagram -. Page 2 - Windows Central Forums Further details can be found in topic number.
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Comprehensive Pharmacy Review 8th Edition - Ebook download as PDF File . pdf), Text File .txt) prehensive Pharmacy Review Practice Exams, 8th edition). Baltimore Williams & Wilkins - The science of review vii, p.: , English, Book, Online. Comprehensive pharmacy review practice exams / editors, Alan H. the separate booklet of simulated NAPLEX exams (Com- prehensive Pharmacy Review Practice Exams, 8th edition), provides both guidance.
Tel: Fax: E-mail: ude. Received Mar 12; Accepted Apr Abstract Objectives To track pharmacy student knowledge over time using a proprietary software program in an accelerated program for curricular assessment. Methods All students were required to complete a computerized comprehensive diagnostic examination 3 times during the doctor of pharmacy PharmD program: at the beginning of the second year, and near the end of the second and third years.
The examination was comprised of questions in 3 content areas: pharmacotherapy, preparation and dispensing of medications, and providing health care information. Within-subject differences in mean area and total percent scores were compared. Results Based on students' data, mean scores for pharmacotherapy and total percent scores for examination 1 were significantly different from examinations 2 and 3. Conclusion The computer-based comprehensive diagnostic examination shows promise for use as a component of a comprehensive assessment plan.
The advanced pharmacy practice experiences APPEs comprised the final 10 months of the program. The assessment committee wanted to find an assessment tool that could measure the knowledge acquisition of students on the Worcester and Manchester campuses as they progressed through the curriculum.
Initial discussions within the assessment committee focused on: 1 whether to use examination results to determine a student's preparedness to continue into subsequent courses such as APPEs or to obtain an ongoing assessment of a student's knowledge and skills for both the student and faculty members ie, summative or formative assessment ; 2 whether to develop an in-house examination or download a commercially available examination; and 3 whether the tool should be administered at the same time to the 3 classes periodically or to each class at key intervals throughout the month curriculum ie, cross-sectional versus longitudinal study design.
The committee deliberated on the pros and cons of developing an in-house examination ie, questions written by faculty members based primarily on their expertise or the course content taught and determined that, while such an examination would most closely reflect faculty members' input and contribution to the curriculum, the process of developing the examination, establishing its psychometric properties, and keeping it current and relevant, would be time consuming and costly when weighed against the benefits of the information obtained.
Ultimately, the committee decided to examine commercially available assessment tools and developed a list of selection criteria. In addition to the tool providing useful and meaningful evidence of students' knowledge acquisition, the committee used the following criteria for selecting an assessment tool which it called the comprehensive diagnostic examination: comprehensive in scope ie, the tool tests a broad range of content areas, especially those covered in the pharmacy curriculum ; flexible to use across 3 campuses the third campus was MCPHS-Boston ; scores would be available in a timely manner; requires minimum involvement of non-academic departments eg, registrar, information services ; and incurs no additional direct financial cost to the students and minimum cost to MCPHS.
The majority of the resources were in print format and offered paper-and-pencil practice tests; the committee preferred those that were available electronically, ie, computer-based, considering that the NAPLEX uses the computer-adaptive testing model. Each network license agreement allowed uploading of the contents of the CD-ROM to an unlimited number of computers at each campus facility. The CD-ROM has over 1, questions that correspond to the review questions from each of the 61 chapters of the review book 7 and from 2 practice examinations that also are available in a book format.
Thus, the comprehensive diagnostic examination is a item examination that contains approximately 54 questions in area 1, 35 questions in area 2, and 11 questions in area 3, randomly selected from the pool of over 1, review questions or the 2 practice examinations. At its most basic level, the examination may be able to measure students' knowledge levels in each of the 3 competency areas at select times in the curriculum.
One of the limitations of the software program is that the psychometric properties of the review questions or practice examinations are not known. It is for this reason that the assessment committee decided to use it for diagnostic purposes only and not as a high-stakes or capstone examination that determines student progression in the curriculum. A longitudinal study design was chosen to track the knowledge acquisition of each student cohort.
The examination was administered at 3 points in the accelerated, month curriculum. Examination 1 was administered at the start of the second year.
At this point, students had completed most of the building block courses eg, basic sciences, pharmaceutical sciences, social and administrative sciences, introductory clinical sciences and were about to begin a 3-course series in pharmacotherapeutics and a 3-course series in pharmacology-toxicology-medicinal chemistry. Examination 2 was administered at the end of the second year, following the completion of these series of courses. The students first learned about the details of the examination during an orientation session to the second year of the program.
All students were mandated to take the examination. Error rating book.
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Details if other: Thanks for telling us about the problem. Return to Book Page. Comprehensive Pharmacy Review by Leon Shargel ,. Alan H. Paul F. Larry N.
Chapters by over 55 specialists provide comprehensive outlines and practice questions for all topics covered in the pharmacy curriculum, including chemistry, pharmaceutics, pharmacology, pharmacy practice, and drug therapy. This edition is reorganized to reflect current changes in the pharmacy curriculum.
Comprehensive Pharmacy Review for NAPLEX: Practice Exams, Cases, and Test Prep
Brand-new chapters cover medication errors and bowel disorders. The revised chapter on drug-drug and drug-nutrient interactions reflects the greater use of nutraceuticals.
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Comprehensive Pharmacy Review for NAPLEX
View 2 comments. Jul 07, Malyn rated it did not like it.
View 1 comment. Dec 30, Anna is currently reading it. For the boards.
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Oct 15, Kawthar rated it it was ok. Need some colors and mind maps I read and liked the question part after each chapter.Results Based on students' data, mean scores for pharmacotherapy and total percent scores for examination 1 were significantly different from examinations 2 and 3.
Any student with a scheduling conflict had to notify the office of student affairs, obtain an excused absence, and make arrangements to take the examination on another date and time.
View 1 comment. Enlarge cover. Lists with This Book. This edition is reorganized to reflect current changes in the pharmacy curriculum. This book is not yet featured on Listopia. Initial discussions within the assessment committee focused on: 1 whether to use examination results to determine a student's preparedness to continue into subsequent courses such as APPEs or to obtain an ongoing assessment of a student's knowledge and skills for both the student and faculty members ie, summative or formative assessment ; 2 whether to develop an in-house examination or download a commercially available examination; and 3 whether the tool should be administered at the same time to the 3 classes periodically or to each class at key intervals throughout the month curriculum ie, cross-sectional versus longitudinal study design.
Dec 30, Anna is currently reading it. Refresh and try again.
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