Plaintiff or Defendant: Using Legal Cases to Teach Students Pharmacy Law
Open accessThe claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Before this project, historically, mock trials were scarcely employed in pharmacy education, found only in isolated instances, and without repeated and deliberate assessment for competencies and outcomes; only one study previously reported having students as active participants in a mock trial albeit with roles that were scripted for the students by faculty or actual court cases.
“Before this project, historically, mock trials were scarcely employed in pharmacy education, found only in isolated instances, and without repeated and deliberate assessment for competencies and outcomes; only one study previously reported having students as active participants in a mock trial albeit with roles that were scripted for the students by faculty or actual court cases (van Dusen, 1998;”
From Students’ performance and perceptions of mock trials as a teaching and assessment activity over three years at two institutions (2024) · cites this paper as Spies, 2008
Split into 2 atoms — 0 confirmed, 1 partially supported, 1 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
Checked by a reasoning model — may be wrong.
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
No references could be resolved yet.
Research works printed but not linked: 12
- [1]Smith K, Hazlet TK, Hammer DP, Williams DH. “Fix the Law” project: an innovation in students' learning to affect change. Am J Pharm Educ. 2004;68((1)) Article 18. [Google Scholar]
- [2]Spies AR, Wilkin NE. Effect of pre-class preparation of legal cases on in-class performance. Am J Pharm Educ. 2004;68((2)) Article 48. [Google Scholar]
- [3]Broeseker AE, Jones MM. Interdisciplinary mock trial involving pharmacy, law, ethics. Ann Pharmacother. 1999;33:850–8. doi: 10.1345/aph.18355. [DOI] [PubMed] [Google Scholar] · DOI · Paper page
- [4]Van Dusen V. Utilization of the mock event for classroom demonstration purposes. Am J Pharm Educ. 1998;62:324–9. [Google Scholar]
- [5]Coulter L, Grady A, Granberry M, et al. Case-based lecture versus standard lecture style. Am J Pharm Educ. 1997;61((4)) [Google Scholar]
- [6]Diamond RM. Designing and Assessing Courses and Curricula, A Practical Guide. San Francisco, CA: Jossey-Bass; 1998. [Google Scholar]
- [7]Angelo TA, Cross KP. Classroom Assessment Techniques – A Handbook for College Teachers. 2nd ed. San Francisco, CA: Jossey-Bass; 1993. [Google Scholar]
- [8]Wiggins G. Educative Assessment – Designing Assessments to Inform and Improve Student Performance. San Francisco, CA: Jossey-Bass; 1998. [Google Scholar]
- [10]Bartlett MG, Morrow KA. Method for assessing course knowledge in a large classroom environment: an improved version of the minute paper. Am J Pharm Educ. 2001;65:264–7. [Google Scholar]
- [11]Angelo TA, Cross KP. Classroom Assessment Techniques. 2nd ed. San Francisco, CA: Jossey-Bass Publishers; 1993. pp. 148–53. [Google Scholar]
- [12]Chizmar JF, Ostrosky AL. The one-minute paper: some empirical findings. J Econ Educ. 1998;29:3–10. [Google Scholar]
- [13]Jackson TL. Application of quality assurance principles: teaching medication error reduction skills in a “real world” environment. Am J Pharm Educ. 2004;68((1)) Article 17. [Google Scholar]
Cited by
Sorted by citations
Rosenberg, E., Hsu, S.-Y., Truong, H.-A., & Taheri, R. (2024) · Pharmacy Education · doi:10.46542/pe.2024.241.2939
- Authors
- Spies, A. R.
- Affiliations
- Samford University (US)
- Corresponding author
- Spies, Alan R.
- ORCID
- Spies, Alan R.
- Venue
- American Journal of Pharmaceutical Education
- Publisher
- Elsevier BV
- Published
- 2008
- Volume
- 72
- Issue
- 5
- Pages
- 108
- ISSN
- 0002-9459 (ISSN-L)
- PMC
- PMC2630133
- OpenAlex
- W2050453013
- Cited by
- 11
- References
- 0
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 2 · 2020: 1 · 2019: 2 · 2018: 2 · 2017: 1 · 2016: 1
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- American Journal of Pharmaceutical Education (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Problem and Project Based Learning
- Social Sciences › Law › Legal Education and Practice Innovations
- Social Sciences › Education › Innovative Teaching Methods
- Keywords
- case law analysis, mock trial, breakout sessions, cooperative learning, student engagement, formative assessment, student satisfaction
- MeSH terms
- Curriculum, Data Collection, Education, Pharmacy, Ethics, Pharmacy, Humans, Legislation, Pharmacy, Students, Pharmacy, Teaching
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
