Concepts (103)
Concepts are derived automatically from a person's publications.
Concepts are listed by decreasing relevance which is based on many factors, including how many publications the person wrote about that topic, how long ago those publications were written, and how many publications other people have written on that same topic.
| Name |
Number of Publications
|
Most Recent Publication
|
Publications by All Authors
|
Concept Score
|
Why?
|
|---|
| Education, Pharmacy | 7 | 2015 | 116 | 1.320 |
Why?
|
| Students, Pharmacy | 6 | 2015 | 83 | 0.810 |
Why?
|
| Curriculum | 6 | 2015 | 291 | 0.790 |
Why?
|
| Schools, Pharmacy | 4 | 2014 | 24 | 0.500 |
Why?
|
| Educational Measurement | 4 | 2015 | 129 | 0.430 |
Why?
|
| Cooperative Behavior | 2 | 2012 | 76 | 0.380 |
Why?
|
| Program Evaluation | 3 | 2014 | 167 | 0.380 |
Why?
|
| Education, Medical | 2 | 2014 | 67 | 0.370 |
Why?
|
| Problem-Based Learning | 2 | 2008 | 62 | 0.350 |
Why?
|
| Clinical Competence | 2 | 2015 | 231 | 0.340 |
Why?
|
| Peer Review | 2 | 2015 | 14 | 0.330 |
Why?
|
| Diabetes Mellitus | 3 | 2012 | 215 | 0.330 |
Why?
|
| Teaching | 2 | 2015 | 83 | 0.310 |
Why?
|
| Database Management Systems | 1 | 2008 | 13 | 0.300 |
Why?
|
| Spirituality | 1 | 2008 | 19 | 0.280 |
Why?
|
| Computer-Assisted Instruction | 1 | 2008 | 30 | 0.280 |
Why?
|
| Faculty | 5 | 2015 | 62 | 0.270 |
Why?
|
| Pharmacists | 4 | 2012 | 73 | 0.260 |
Why?
|
| Angiotensin II Type 1 Receptor Blockers | 1 | 2005 | 8 | 0.250 |
Why?
|
| Diabetic Nephropathies | 1 | 2005 | 21 | 0.240 |
Why?
|
| Angiotensin-Converting Enzyme Inhibitors | 1 | 2005 | 32 | 0.240 |
Why?
|
| Sweating | 1 | 2005 | 4 | 0.240 |
Why?
|
| Antidepressive Agents | 1 | 2005 | 29 | 0.230 |
Why?
|
| Point-of-Care Systems | 1 | 2004 | 21 | 0.220 |
Why?
|
| Monitoring, Physiologic | 1 | 2004 | 57 | 0.220 |
Why?
|
| Diabetes Mellitus, Type 2 | 2 | 2005 | 330 | 0.200 |
Why?
|
| Oklahoma | 6 | 2014 | 1005 | 0.190 |
Why?
|
| Humans | 18 | 2015 | 28168 | 0.170 |
Why?
|
| Health Knowledge, Attitudes, Practice | 3 | 2013 | 296 | 0.150 |
Why?
|
| Professional Role | 2 | 2009 | 46 | 0.150 |
Why?
|
| Pharmaceutical Services | 2 | 2009 | 41 | 0.130 |
Why?
|
| Albuminuria | 2 | 2005 | 23 | 0.120 |
Why?
|
| Test Taking Skills | 1 | 2014 | 2 | 0.110 |
Why?
|
| Attitude of Health Personnel | 2 | 2015 | 143 | 0.110 |
Why?
|
| Professional Staff Committees | 1 | 1994 | 1 | 0.110 |
Why?
|
| Drug Prescriptions | 1 | 1994 | 46 | 0.110 |
Why?
|
| Interinstitutional Relations | 1 | 2012 | 11 | 0.100 |
Why?
|
| Efficiency, Organizational | 1 | 2012 | 13 | 0.100 |
Why?
|
| Academic Medical Centers | 1 | 2012 | 76 | 0.090 |
Why?
|
| Patient-Centered Care | 1 | 2012 | 30 | 0.090 |
Why?
|
| Problem Solving | 1 | 2011 | 28 | 0.090 |
Why?
|
| Clinical Pharmacy Information Systems | 1 | 1991 | 5 | 0.090 |
Why?
|
| Outpatient Clinics, Hospital | 1 | 1991 | 7 | 0.090 |
Why?
|
| Substance-Related Disorders | 1 | 1994 | 185 | 0.090 |
Why?
|
| Drug Utilization | 1 | 1991 | 28 | 0.090 |
Why?
|
| Pharmacy Service, Hospital | 1 | 1991 | 14 | 0.090 |
Why?
|
| Education, Distance | 1 | 2008 | 16 | 0.080 |
Why?
|
| Competency-Based Education | 1 | 2008 | 17 | 0.070 |
Why?
|
| Program Development | 1 | 2008 | 77 | 0.070 |
Why?
|
| Feedback | 1 | 2008 | 33 | 0.070 |
Why?
|
| Focus Groups | 1 | 2008 | 95 | 0.070 |
Why?
|
| Liver Function Tests | 2 | 2004 | 9 | 0.070 |
Why?
|
| User-Computer Interface | 1 | 2008 | 52 | 0.070 |
Why?
|
| Renin-Angiotensin System | 1 | 2005 | 18 | 0.060 |
Why?
|
| Quality of Life | 1 | 2009 | 492 | 0.060 |
Why?
|
| Drug Therapy, Combination | 1 | 2005 | 207 | 0.060 |
Why?
|
| Thiazolidinediones | 1 | 2004 | 10 | 0.060 |
Why?
|
| Depressive Disorder | 1 | 2005 | 56 | 0.060 |
Why?
|
| Hematologic Tests | 1 | 2004 | 7 | 0.060 |
Why?
|
| Clinical Trials as Topic | 1 | 2005 | 215 | 0.060 |
Why?
|
| Chemical and Drug Induced Liver Injury | 1 | 2004 | 26 | 0.060 |
Why?
|
| Hypoglycemic Agents | 1 | 2004 | 108 | 0.050 |
Why?
|
| Middle Aged | 3 | 2012 | 7164 | 0.040 |
Why?
|
| Lovastatin | 1 | 1997 | 6 | 0.030 |
Why?
|
| Anticholesteremic Agents | 1 | 1997 | 13 | 0.030 |
Why?
|
| Hypercholesterolemia | 1 | 1997 | 18 | 0.030 |
Why?
|
| Female | 4 | 2012 | 15192 | 0.030 |
Why?
|
| Drug and Narcotic Control | 1 | 1994 | 7 | 0.030 |
Why?
|
| Hospitals, Veterans | 1 | 1994 | 22 | 0.030 |
Why?
|
| Medical Records | 1 | 1994 | 51 | 0.030 |
Why?
|
| Educational Status | 1 | 2014 | 113 | 0.030 |
Why?
|
| Feasibility Studies | 1 | 2014 | 194 | 0.030 |
Why?
|
| Learning | 1 | 2014 | 97 | 0.030 |
Why?
|
| Physicians | 1 | 1994 | 82 | 0.030 |
Why?
|
| Organizational Case Studies | 1 | 2012 | 10 | 0.020 |
Why?
|
| Organizational Objectives | 1 | 2012 | 16 | 0.020 |
Why?
|
| Quality Indicators, Health Care | 1 | 2012 | 48 | 0.020 |
Why?
|
| Patient Care Team | 1 | 2012 | 66 | 0.020 |
Why?
|
| Quality of Health Care | 1 | 2012 | 81 | 0.020 |
Why?
|
| Concurrent Review | 1 | 1991 | 1 | 0.020 |
Why?
|
| Hospital Bed Capacity, 300 to 499 | 1 | 1991 | 2 | 0.020 |
Why?
|
| Forms and Records Control | 1 | 1991 | 4 | 0.020 |
Why?
|
| Evaluation Studies as Topic | 1 | 1991 | 43 | 0.020 |
Why?
|
| Gonadotropin-Releasing Hormone | 1 | 1990 | 37 | 0.020 |
Why?
|
| Endometriosis | 1 | 1990 | 19 | 0.020 |
Why?
|
| Risk Factors | 1 | 1994 | 2087 | 0.020 |
Why?
|
| Treatment Outcome | 2 | 2009 | 2384 | 0.020 |
Why?
|
| Aged, 80 and over | 1 | 2012 | 2021 | 0.020 |
Why?
|
| Aged | 2 | 2012 | 5417 | 0.020 |
Why?
|
| Adult | 2 | 2012 | 7765 | 0.020 |
Why?
|
| Young Adult | 1 | 2012 | 2738 | 0.010 |
Why?
|
| Adolescent | 1 | 2012 | 3128 | 0.010 |
Why?
|
| Liver | 1 | 2004 | 441 | 0.010 |
Why?
|
| Male | 2 | 2012 | 13511 | 0.010 |
Why?
|
| Cholesterol, HDL | 1 | 1997 | 59 | 0.010 |
Why?
|
| Cholesterol, LDL | 1 | 1997 | 65 | 0.010 |
Why?
|
| Triglycerides | 1 | 1997 | 120 | 0.010 |
Why?
|
| Drug Administration Schedule | 1 | 1997 | 224 | 0.010 |
Why?
|
| Danazol | 1 | 1990 | 1 | 0.010 |
Why?
|
| Nafarelin | 1 | 1990 | 1 | 0.010 |
Why?
|
| Hypothalamus | 1 | 1990 | 29 | 0.010 |
Why?
|
| Retrospective Studies | 1 | 1997 | 2558 | 0.010 |
Why?
|
| Dose-Response Relationship, Drug | 1 | 1990 | 608 | 0.000 |
Why?
|