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Pharmacy Education is a peer-reviewed journal published by Taylor & Francis, covering Pharmaceutical Practices and Patient Outcomes, Innovations in Medical Education, Problem and Project Based Learning.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Pharmacy Education 12 (3): 45–58.
Formats any DOI in Pharmacy Education style. No sign-up. |
| Publishes research in | Pharmaceutical Practices and Patient Outcomes Innovations in Medical Education Problem and Project Based Learning Health Sciences Research and Education Interprofessional Education and Collaboration |
| ISSN | 1477-2701 |
| Citation impact (2-yr) | 0.69 |
| h-index | 26 |
| i10-index | 139 |
| Total citations | 5,508 |
| Open access | Yes |
| Top institutions publishing here | Airlangga University |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
More and more students are required to perform a critical literature review as part of their undergraduate or postgraduate studies. Whilst most of the latest research methods textbooks advise how to do a literature search, very few cover the literature review. This paper covers two types of review: a critical literature review and a systematic…
Background: The pharmacy profession recognises of the need for continuing education (CE), however, the rate of participation in organised CE remains low. Little is known about the reasons for low participation rates in CE, particularly in the Australian context. Aim: This research aimed to identify the barriers to participation of Australian pharmacists in CE. Method:…
The use of learning portfolios in health professions has been widely described and discussed as an important tool for promoting reflective practice and continuing professional development. Within pharmacy, there have been reports of the use of the learning portfolio in practice and education. The Ontario College of Pharmacists, as part of its maintenance of competency…
This paper describes the evaluation of an objective structured clinical examination (OSCE) and the assessment outcomes for reliability, validity and generalizability for the entry-to-practice context in pharmacy in Canada. A total of 190 participants were involved: 153 entry-to-practice candidates and 37 pharmacists who were already licensed. Two balanced forms of an OSCE were developed, consisting…
