Evaluation of an Instructional Model to Teach Clinically Relevant Medicinal Chemistry in a Campus and a Distance Pathway

Abstract

Objectives. To evaluate an instructional model for teaching clinically relevant medicinal chemistry.Methods. An instructional model that uses Bloom's cognitive and Krathwohl's affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry courses for second-professional year (P2) doctor of pharmacy (PharmD) students (campus and distance) in the 2005-2006 academic year. Student learning and the overall effectiveness of the instructional model were assessed. Student performance after introducing the instructional model was compared to that in prior years. Results. Student performance on course examinations improved compared to previous years. Students expressed overall enthusiasm about the course and better understood the value of medicinal chemistry to clinical practice. Conclusion. The explicit integration of the cognitive and affective learning objectives improved student performance, student ability to apply medicinal chemistry to clinical practice, and student attitude towards the discipline. Testing this instructional model provided validation to this theoretical framework. The model is effective for both our campus and distance-students. This instructional model may also have broad-based applications to other science courses.

A Three-Year Study of the Impact of Instructor Attitude, Enthusiasm, and Teaching Style on Student Learning in a Medicinal Chemistry Course

“…[1][2][3][4][5][6] Student evaluations have always been an important tool to gauge how students perceive the classroom environment and the learning process. [1][2][3][4][5][6] Over the years, one theme that seems to be prevalent in student evaluations is how instructors' demeanor, behavior, and/or attitude in the classroom affect student learning.…”

“…[1][2][3][4][5][6] Student evaluations have always been an important tool to gauge how students perceive the classroom environment and the learning process. [1][2][3][4][5][6] Over the years, one theme that seems to be prevalent in student evaluations is how instructors' demeanor, behavior, and/or attitude in the classroom affect student learning. 5,7 This focus is in contrast to pharmacy educators' sometimes elaborate emphasis on innovative learning theories, lecture notes, and classroom activities to bring clinical relevance to course content.…”

Integrating a New Medicinal Chemistry and Pharmacology Course Sequence into the PharmD Curriculum

“…15 Moreover, extending such integration to include clinical sciences enhanced students' interest, improved students' ability to apply basic sciences to clinical practice, and improved student attitude towards these disciplines. 16,17 A number of challenges are inherent in integrating disciplines across the curriculum. From a student point of view, integrated courses may have a significant amount of material overlap, and faculty members may disagree over content, coordinate poorly on examinations, and integrate material ineffectively.…”

A Pharmacy Practice Laboratory Exercise to Apply Biochemistry Concepts

“…2, 3 Roche described a receptor-based approach that links the chemistry and structure-activity relationships of nonsteroidal antiinflammatory drugs (NSAIDs) to therapeutic decisions. 4 Similar efforts have been described in the Journal in the areas of physiology, 5 biochemistry, [6][7][8] pharmacology, 9 and pharmaceutics.…”