Information intervention in the pharmaceutical sciences

Med Ref Serv Q. 2012;31(2):188-201. doi: 10.1080/02763869.2012.670593.

Abstract

Professional guidelines state that higher-order thinking skills are a desirable outcome of pharmacy education. In this context, courses in pharmaceutics at the University of Southern California are taught in a learner-centered manner that requires use of chemical reference sources and interpretation of physicochemical information for drug molecules. To facilitate these activities, a librarian worked with faculty to design a class on reference sources and primary literature. Students believed the librarian instruction was beneficial. After the intervention, faculty fielded fewer information-related questions and the librarian received more sophisticated questions. The class emphasizes the importance of collaboration between librarians and faculty in achieving these results.

MeSH terms

  • California
  • Curriculum*
  • Education, Pharmacy*
  • Humans
  • Information Storage and Retrieval*
  • Libraries, Medical
  • Organizational Case Studies