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Abstract
In this article, it is argued that the perceived gap between basic scientists and clinical practitioners originates in the epistemological persuasions of each group, that is, in their view of genuine knowledge and the process by which knowledge is obtained. The broad implications of this disparity for the education of practicing pharmacists are discussed. The Instrumentalist epistemology, adopted, in part, by clinical pharmacy faculty, is proposed as a framework to guide undergraduate, graduate, and continuing pharmacy education. To improve the "fit" between underlying epistemology and clinical instruction, specific changes in curricular content, organization, and delivery parameters is essential to therapy.
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