title: 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.
authors.affiliation: Norris Medical Library, University of Southern California, 2003 Zonal Avenue, Los Angeles, CA 90089-9130, USA. amychatf@usc.edu
authors.forename: Amy J
authors.initials: AJ
authors.lastname: Chatfield
authors.forename: Rebecca M
authors.initials: RM
authors.lastname: Romero
authors.forename: Ian S
authors.initials: IS
authors.lastname: Haworth
mesh_terms: D002140:California; D003479:Curriculum; D004512:Education, Pharmacy; D006801:Humans; D016247:Information Storage and Retrieval; D007993:Libraries, Medical; D019982:Organizational Case Studies