Authorship Considerations for Publishing in Pharmacy Education Journals.

Lana M Minshew, Jacqueline E McLaughlin
Author Information
  1. Lana M Minshew: University of North Carolina Eshelman School of Pharmacy, Chapel Hill, North Carolina.
  2. Jacqueline E McLaughlin: University of North Carolina Eshelman School of Pharmacy, Chapel Hill, North Carolina.

Abstract

The distinction of authorship and its associated credit has important implications for academia. Pharmacy education encompasses faculty members from a wide and diverse range of disciplines, including the clinical, basic, and social sciences. These disciplines embody varying traditions and perspectives concerning who qualifies for authorship. As an academy, pharmacy education must do more to equip education researchers with the tools needed to navigate authorship decisions. The following commentary provides examples and recommendations concerning the issue of authorship within pharmacy education. We define authorship, examine authorship guidelines from health professions and education disciplines, and discuss authorship order. We then provide authorship recommendations for pharmacy education with the goal of supporting authorship decisions and further promoting discourse about authorship.

Keywords

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MeSH Term

Authorship
Data Collection
Decision Making
Education, Pharmacy
Faculty
Health Occupations
Humans
Periodicals as Topic
Publishing
Research Personnel

Word Cloud

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