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https://www.selleckchem.com/products/gdc-0068.html Integration of clinical, biomedical, social, administrative, and pharmaceutical sciences in a pharmacotherapeutics course is beneficial to student education. Unfortunately, the perceived increase in time, commitment, and workload required to produce integrated material often serves as a barrier to high level academic integration. This commentary discusses how interdisciplinary faculty communication started at the beginning of content development, using an initial brief planning session and ongoing unscheduled flexible methods, can efficiently produce integrated material without substantially increasing faculty workload compared to independently produced integrated course material. Content development can be streamlined during a short initial meeting to consider the relevant disciplines (e.g., pharmacology, medicinal chemistry, clinical sciences) for a topic and to collaboratively develop corresponding content outlines. To produce fully integrated material, collaborators should develop content using a clouross disciplines without substantially increasing faculty workload. Pharmacy faculty have the often difficult task of translating and incorporating existing concepts and advances from the foundational sciences into the clinical sciences and practice. This commentary focuses on content integration as a curricular and educational strategy, outcomes data from integration, and recommendations for programs employing or considering curricular integration. Integration of foundational and clinical sciences across the curriculum has been emphasized in accreditation standards but met with mixed reactions by faculty across different disciplines in the academy. Many pharmacy programs have already incorporated some level of integration in didactic courses. However, most report coordination of curricular delivery rather than higher levels of integration in which different disciplines work together to design and deliver instructio

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