TEXTBOOK AND DIGITAL RESOURCE CHART 1
Curriculum Change Plan: Part 5 - Textbook and Digital Resource Chart
Wendy Ayers
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence endy concerning this article should be addressed to W Ayers
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TEXTBOOK AND DIGITAL RESOURCE CHART 2
Textbook and Digital Resource Chart
1. Discuss the overall information.
a. Title/Edition/URL Rau’s Respiratory Care Pharmacology, 10 edition is the
th
textbook being evaluated.
b. Publisher/Organizatio
n
Elsevier is the publisher.
c. Grade level This is a college-level textbook for undergraduate
education.
d. Content area(s) The textbook covers all pharmacology related to
respiratory care.
e. Strengths The strengths are the content layout is in a logical order
and each chapter has key terms and definitions. Each
chapter has key points and clinical connection boxes that
are useful for the reader. Each chapter ends with self-
assessment questions and clinical scenarios helpful for
knowledge assessment.
f. Weaknesses The weakness of this textbook is the online resources
could be better. The student resources only contain the
workbook answer key and interactive drug cards.
2. Think about language concerns.
a. Use of phonics The textbook does not have any phonetic sounds. This is
disappointing because medications can be difficult to
pronounce.
b. Readability The textbook’s chemical name, pharmacodynamics, and
pharmacokinetics for each drug is a difficult read. The
textbook does contain tables, boxes, and graphics to assist
the reader.
c. Vocabulary usage The vocabulary usage is medical language related to
pharmacology, which is what one should expect.
d. Provision of
definitions
The textbook chapters begin with key terms and
definitions. A glossary of selected terms is located at the
back of the textbook.
e. Word choices The textbook contains an abundance of medical terms and
pharmacology drug names that can be difficult for students
to pronounce and enunciate.
f. Flow The textbook has three units that contain chapters specific
to that unit, such as Unit C which contains six chapters on
critical care, cardiovascular, and polysomnography agents.
The flow is logical and expected considering the content.
3. Think about ideas and concepts.
