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Peer reviewedNewton, Gail D.; And Others – American Journal of Pharmaceutical Education, 1991
Fourteen computer-assisted pharmacy modules on self-care using guided design were compared with print-based counterparts in a 2-hour practice course with 20 students. Results indicated students were able to master content without the guided design format, and students preferred print-based exercises. However, computer-assisted instruction reduced…
Descriptors: Classroom Techniques, Computer Assisted Instruction, Curriculum Development, Higher Education
