Applying a Chemical Structure Teaching Method in the Pharmaceutical Analysis Curriculum to Improve Student Engagement and Learning

Abstract

Pharmaceutical analysis, as the core curriculum of chemistry, chemical engineering, and pharmaceutical engineering, contains broad and in-depth knowledge that leads to massive learning and teaching loads. There are more than 100 analytical methods of medicines in this course. As such, this subject is a big challenge for both students and lecturers. A novel chemical structure teaching (CST) method was developed on the basis of our longterm teaching experience to cope with these challenges. It has been shown in practice that this CST method can significantly unload the stress of students and lecturers simultaneously. The survey about the improvement of students' interests was carried out and listed in the form of questionnaire. The outcome of CST indicates that it can help students to form abilities of critical and logical thinking, motivate them to discuss with their peers and lecturers, and eventually improve comprehensive abilities such as synthesizing information, thinking logically, and analyzing problems independently as well as the average score. Furthermore, CST can be beneficial for lecturers who teach other relevant curricula in chemical or pharmaceutical engineering to improve the teaching outcome, such as organic chemistry, spectrum analysis, pharmaceutical synthesis, and medicinal chemistry. This CST model can also help students cultivate a life-long learning ability as active learners from the cognitive perspective view.

Facilitating Virtual Medicinal Chemistry Active Learning Assignments Using Advanced Zoom Features during COVID-19 Campus Closure

“…In an independent study, Zheng et al described the use of a novel Chemical Structure Teaching methodology enabling students to develop skills of critical and logical thinking. Lifelong learning abilities as active learners can be cultivated in students with the aid of these novel methods …”

“…Lifelong learning abilities as active learners can be cultivated in students with the aid of these novel methods. 9 Pharmacy students' understanding and knowledge of chemistry varies significantly; therefore, the incorporation of active learning approaches greatly benefits this heterogeneous student population. 10 Furthermore, with the help of active learning, students' focus can be directed toward the critical evaluation of drug structure to address a relevant therapeutic situation.…”

Exemplar Case Studies Demonstrating Why Future Pharmacists Need to Learn Medicinal and Analytical Chemistry

“…From experience within our course evaluations, the full relevance of analytical chemistry and medicinal sciences to contemporary pharmacy practice is not always appreciated, with many struggling with these elements of the course. This is an observation also made by others in the pharmacy education sector. , However, the knowledge and skills of drug development, drug analysis, molecular mode of action, data analysis, etc. have a significant influence on clinical decision making .…”

“…This is an observation also made by others in the pharmacy education sector. 14,15 However, the knowledge and skills of drug development, drug analysis, molecular mode of action, data analysis, etc. have a significant influence on clinical decision making.…”

Learning by Teaching and Research: Practice and Exploration of the Construction of First-Class Chemistry Specialty at Hangzhou Normal University

“…紧紧围绕化学专业的人才培养目标，在专业建设过程中，制定并落实了一系列针对师范生培养、 以增强学生师范能力为目标的"强师计划" ，进一步体现本专业师范教育的特色与优势。 首先，一流课程建设是一流本科建设的基础 [8] ，课程教学是毕业要求达成和人才培养目标实现 的核心载体和主要形式。课程建设是专业建设的主要内容，对提高人才培养质量具有重要意义。在 课程建设和课程改革方面，围绕培养德智体美劳全面发展的社会主义建设者和接班人这一目标，坚 持立德树人，遵循以学定教，建立了包含通识、综合素质、专业和个性化等类课程模块体系。把思 政教育渗透于各类课程教学中，有效实施课程思政，实现全员、全程、全方位的"三全育人" [9] 目 标。尤其是加强教师教育类课程在专业核心课程模块中的比重，通过增加此类课程的种类和数量来 提高学生的教师素养。在原有的"教师职业道德与教育法规"" 教育学基础"" 心理学基础"和"化 学学科教学论"等课程基础上增设了"教师口语表达技能训练"" 书写技能训练"" 现代教育技术" "班主任工作技能训练"" 化学课堂教学技能训练"等教师教育类课程，对学生从学科素养、师范技 能、管理能力等方面进行全方位培养，加强学生将来身为教师的综合素质，切实提高师范院校化学 专业的人才培养质量。 在实践教学中形成了"三模块-三层次"的实验教学体系(表1)。三模块主要是指针对化学、化工、 [10] 。在今后的课程建设中，将建立高效教学激励机制，调动教 师对教学工作、课程建设、教学改革和研究的积极性。通过布局学科建设经费向教学研究的倾斜和 支持，引导教师在时间和精力上增加对教研工作的投入，建设一批高水平的一流课程，培育省部级 和国家级等高水平标志性教学成果。 其次，培养高素质的中学化学教师，除了要具备深厚的学科素养和较强的学科能力，教学教育 实践水平的提高至关重要 [11]…”