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New IDEAS to Improve the Quality of AJPE Articles


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									                  American Journal of Pharmaceutical Education 2009; 73 (3) Article 41.

New IDEAS to Improve the Quality of AJPE Articles
Joseph T. DiPiro, PharmD
Editor, American Journal of Pharmaceutical Education

     Academic pharmacy is a prolific scholarly environ-           method achieves the intended results, an evidence-based
ment because of traditional research and also because of          approach to teaching. Because new instructional methods
activity in the scholarship of teaching. The expansion of         are often costly or time consuming to implement, we must
the pharmacy education enterprise, including new schools          require evidence of effectiveness. The Journal typically
and expanded class sizes and numbers of faculty mem-              does not publish purely descriptive reports about new in-
bers, along with new accreditation standards and advan-           structional methods. While descriptions of new instruc-
ces in the general field of higher education are all              tional methods are clearly important to the academy, the
prompting active scholarship related to pharmacy educa-           description alone is of minimal value without evidence
tion. Many pharmacy faculty members are eager to de-              that the new methods are effective. To be accepted for
velop new courses and make them known to their US                 publication, papers in this category must conform to the
and international colleagues. With each passing year,             IDEAS criteria.
the Journal receives an increasing number of manuscripts               As stated in the IDEAS paper, the guidelines apply to
related to new courses or other advances in instructional         innovations that describe and evaluate instructional de-
design and assessment; thus, a section of the Journal is          sign and include new courses, parts of courses, integration
dedicated to those papers.                                        of selected competencies across the curriculum, assess-
     In this issue, Dr. Therese Poirier and colleagues have       ment of instructional outcomes, and the use of technolo-
updated the IDEAS paper that was first pub
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