Convention All Academic Convention makes running your annual conference simple and cost effective. It is your online solution for abstract management, peer review, and scheduling for your annual meeting or convention. Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: American Association of Colleges of Pharmacy URL: http://www.aacp.org
Citation: URL: http://www.allacademic.com/meta/p261202_index.html Direct Link: HTML Code:

Salazar, Krista., Godwin, Donald., Wittstrom, Kristina. and Munoz, Christina. "Using Student-Developed Study Tools to Learn Top 200 Drug Information." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Jul 19, 2008 <Not Available>. 2009-03-04 <http://www.allacademic.com/meta/p261202_index.html>

Salazar, K. D., Godwin, D. A., Wittstrom, K. M. and Munoz, C. A. , 2008-07-19 "Using Student-Developed Study Tools to Learn Top 200 Drug Information." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy <Not Available>. 2009-03-04 from http://www.allacademic.com/meta/p261202_index.html

Publication Type: Abstract Abstract: Objective: To facilitate learning the Top 200 by engaging students in development of self-constructed, class-compiled, asynchronous learning resources. Methods: Students used PowerPoint to develop flashcards for each Top 200 Drug. Students were taught to develop multiple choice questions (MCQ) after locating drug information in tertiary literature sources. Drug information included: brand/generic name(s), therapeutic and pharmacologic classification, dosage forms, 1-4 instructor-selected indication(s) with regimen and controlled substance status. After review by instructor, the composite study material was released to the class. Moodle, a free, open source software package that allows design of asynchronous, interactive pedagogical activities, was used to upload MCQs to create a question bank of over 1000 interactive questions with immediate feedback. Results: Data analyzed determined average time spent on Moodle prior to each exam and average formative assessment scores. Results were correlated with average summative exams scores. Data demonstrated that time spent on formative assessment did not correlate well with summative assessment scores. However, formative assessment scores did correlate well with average summative assessment scores, particularly on cumulative summative assessment (r = 0.433: exam 1; r = 0.574: exam 2; and r = 0.675: cumulative exam 3) Implication: This engaging activity demonstrated that development of a self-directed, asynchronous assessment enhanced material mastery by providing immediate feedback to stimulate and facilitate information recall. The flashcards present a familiar format for learning rote information. Student development of MCQs improves test-taking skills and study approaches. Early exposure and immediate use of important pharmacy tertiary literature fortifies familiarity and utilization of such resources.

Making Area Studies Courses in English Relevant to the Non-native Student: Active Learning as a Tool Promoting Student Investment in the Learning Process

The Use of a Drug Information Competition to Encourage Skill Development and Collaborative Learning

Impact of Drug Information Case Studies on First Year Pharmacy Students