You are here

Clinical Pharmacology II

Use this tool to understand how the research skills contained in the course outcomes, or other indicators, align with developmental stages of information literacy and critical thinking. See how PCC Librarians can help support the integration of research concepts and skills at levels appropriate to the course outcomes. This guide was prepared by the PCC librarians for Clinical Pharmacology II (NRS 231)

Research support framework

The following shows where Clinical Pharmacology II fits into the Research Support Framework developed by PCC Librarians.

Information literacy developmental stage: 
Critical Thinking Support
  • I can explain and describe my position on this issue, and support it with primary sources
  • I can accurately summarize the scholarly conversation
Cognitive domains and information literacy outcomes: 
Scholarship
  • Complexity in research and analysis
  • Participant in scholarly conversation

Library support of CCOGs

These are the course outcomes and other indicators which require library support.

Intended course outcomes related to information literacy: 
  • Use current, reliable sources of information to access pertinent information about drugs and natural products, focusing on finding and interpreting pertinent current information from a drugguide, comprehensive drug information sources, and electronic databases; and accessing and interpreting pharmacology-focused articles in current professional journals

 

Other indicators of required information literacy outcomes: 
  • Utilize current sources of drug information to make decisions about appropriateness and effectiveness of drug therapy and teach peoplesafe and appropriate use of these drugs

Course integrated research support

These are the ways that the librarians can support information literacy achievement for the students in this course.

Corresponding information literacy outcomes: 
  1. Locate and use professional-level drug guides, as well as reliable and comprehensive drug and natural product information sources
  2. Select relevant databases for professional and current information on pharmacology, for both patient awareness and professional development
  3. Identify sources of professional-level journal articles

 

Information literacy instructional objectives: 
  1. Locate library-based, professional-level drug information sources
  2. Use controlled vocabularies and limiters in searching databases to identify relevant sources
  3. Use specialized search engines and indicators of peer-review to locate relevant and reliable sources

 

Bridging competencies: 
  • Identify audience, bias, and purpose of information sources
  • Identify synonyms, colloquial terms v. scientific terms, and encompassing concepts, for keyword searching
  • Recognize the different purposes of sources through the publication cycle