Handbook of basic pharmacokinetics, 2nd ed. By Wolfgang A. Ritschel. Drug intelligence publications, Hamilton, IL pp. 11 × 19 cm. Article; Info & Metrics; eLetters; PDF. Loading. The Handbook of Basic Pharmacokinetics has evolved to standard hardcover form in its sixth edition. It is loaded with tables of data, basic and application equations, and. Request PDF on ResearchGate | On Oct 26, , W. R Ravis and others published Handbook of Basic Pharmacokinetics Including Clinical Applications: 6th.
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Handbook of Basic PharmacokineticsIncluding Clinical Applications: Medicine & Health Science Books @ glametesaspo.tk The sixth edition of the classic pharmacokinetics handbook remains a user- friendly consolidation of principles and techniques for practitioners, researchers, and. To a great extent, the foundation for pharmacokinetics-the study of change of The Handbook of Basic Pharmacokinetics including Clinical Applications is not .
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Forgot your username? An assignment on the content of week 2 was given to students on the Monday of week 2 and was due on the Tuesday of the following week. Other activities in week 2 included a YouTube viewing of a University of Toronto professor's lyrical explanation of bioequivalence, 24 Excel macro downloads and explanation of their use for the performance of simple pharmacokinetic parameter calculations, as well as readings and practice problems from the texts.
On the first day of classes in winter , the instructor met with students to explain the format of IPFC1. Students were told that upon their first entrance into the course Web site, they would be asked to complete an online questionnaire prior to commencing the 6-week segment of pharmacokinetics and again after they had completed it.
Students were asked to create their own unique, confidential username that would allow their responses to remain anonymous and allow for comparison between responses on the pre- and postcourse questionnaire. The introduction to both questionnaires included a definition of blended learning that students could refer to throughout the questionnaires. The precourse questionnaire asked questions concerning the student's level of enthusiasm towards certain aspects of the blended course including: interacting with online course modules, online interaction with the instructor, face-to-face interaction with the instructor in problem-solving sessions, and learning in a blended course environment Appendix 1.
The precourse questionnaire also included an open-ended question that asked students to express any concerns they had about taking a course in a blended format.
Students were also asked to indicate whether they had taken a blended or fully online course before this course.
The postcourse questionnaire was completed prior to the final examination and included the same 4 Likert questions from the precourse questionnaire, where students were asked to indicate their level of enthusiasm towards certain aspects of the blended course as well as a follow-up open-ended question about their precourse concerns.
Additional open-ended questions were asked, inviting student feedback on how course activities and teaching methods helped them to remember key concepts, their perceptions of the most and least effective aspects of the blended course, suggestions for improving the course, and advice to other students taking a blended course for the first time.
Likert-scale questions about the helpfulness of specific course elements eg, the face-to-face tutorials , assessments eg, weekly problem sets , and course resources eg, equation information sheets to their learning as well as questions about the helpfulness of interactions with their peers and instructor online and face-to-face also were included in the postcourse questionnaire. Questions about their satisfaction with the technology and learning gains on specific course objectives were also included to help the instructor gauge the success of the first offering of this course.
Many questions were adapted from the Student Assessment of their Learning Gains SALG questionnaire, which allows instructors to gather learning-focused feedback from students and from the Garrison's blended course questionnaire.
Since this article focuses on the shift in attitudes about blended learning between the beginning and end of the course and the aspects of the blended-learning experience that students found helpful and challenging, not all the response data gathered in the postcourse questionnaire will be discussed.
Statistical Analysis Descriptive statistics, frequencies of the response options, and response modes were used to analyze the responses to each of the Likert-scale questions and to provide a picture of attitudes at both points in time in the precourse and postcourse questionnaires. A content analysis of the qualitative data was undertaken by 3 different people. A coding scheme was created independently by each person for each of the open-ended questions.
In order to achieve interrater reliability, only interpretations of content identified by at least 2 of the 3 people were included in the analysis. Bookmark it to easily review again before an exam. The best part? As a Chegg Study subscriber, you can view available interactive solutions manuals for each of your classes for one low monthly price. Why download extra books when you can get all the homework help you need in one place? Can I get help with questions outside of textbook solution manuals?