Information Intervention in the Pharmaceutical Sciences

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.

KEYWORDS:

• Collaboration
• education
• learner-centered instruction
• librarians
• pharmaceutics
• pharmacy

Additional information

Notes on contributors

Amy J. Chatfield

Amy J. Chatfield, MLS ([email protected]) is Information Services Librarian, Norris Medical Library, University of Southern California, 2003 Zonal Avenue, Los Angeles, CA 90089-9130; Rebecca M. Romero, PhD ([email protected]) is Lecturer, Department of Pharmacology and Pharmaceutical Sciences, School of Pharmacy, University of Southern California, 1985 Zonal Avenue, Los Angeles, CA 90089-9121; and Ian S. Haworth, PhD ([email protected]) is Associate Professor, Department of Pharmacology and Pharmaceutical Sciences, School of Pharmacy, University of Southern California, 1985 Zonal Avenue, Los Angeles, CA 90089-9121.