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投稿预审
Currents in Pharmacy Teaching and Learning
JCR:Q3 ESCI PubMed JST
Currents in Pharmacy Teaching and Learning is devoted to dissemination of high quality, peer-reviewed scholarship relevant to all areas of pharmacy education—promoting educational research excellence. The Journal maintains a particular focus in two major areas: pharmacy faculty development in the scholarship of teaching and learning and the scholarship of interprofessional pharmacy education. With diverse editorial board members, authors, and peer reviewers, the Journal engages a variety of stakeholders in pharmacy education: educators, researchers, faculty practitioners, as well as interprofessional colleagues. Diverse author contributions are within original research, review articles, commentaries, and letters categories.
- 主办单位： ELSEVIER SCIENCE INC
- 出版地区： NEW YORK
- 出版周期： 双月刊
- 别名： CURR PHARM TEACH LEA;Curr. Pharm. Teach. Learn.;药学教学趋势;CURRENTS IN PHARMACY TEACHING AND LEARNING;Currents in pharmacy teaching & learning
- 国际标准连续出版物号/电子版： ISSN 1877-1297 / EISSN 1877-1300
- 创刊时间： 2009年
热门主题：
Pharmacy StudentsPharmacy EducationPharmacy PracticeEducational ActivityStudent PharmacistsDoctor of PharmacyPharmacy CurriculumAdvanced PharmacyPharmacy StudentPHARMACYExperiential EducationPharmacy CurriculaInterprofessional EducationElective CourseActive LearningStudent PerformanceStudent ConfidenceCommunity PharmacyPatient CareResponse Rate
期刊信息
- 主办单位：ELSEVIER SCIENCE INC
- 主 编：James Schreiber
- 地 址： NEW YORK
期刊简介
Currents in Pharmacy Teaching and Learning is devoted to dissemination of high quality, peer-reviewed scholarship relevant to all areas of pharmacy education—promoting educational research excellence. The Journal maintains a particular focus in two major areas: pharmacy faculty development in the scholarship of teaching and learning and the scholarship of interprofessional pharmacy education. With diverse editorial board members, authors, and peer reviewers, the Journal engages a variety of stakeholders in pharmacy education: educators, researchers, faculty practitioners, as well as interprofessional colleagues. Diverse author contributions are within original research, review articles, commentaries, and letters categories.