Innovation and Validation of an Assessment Method Using Molecular Models Following Stereochemistry Instruction in an Organic Chemistry Course

Alsfouk, Aisha A.

doi:10.1021/acs.jchemed.1c01267

Cited by 6 publications

(10 citation statements)

References 14 publications

(19 reference statements)

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“…When the assessment is carried out via a single method, as in BC, which mainly involved the application of a heteroevaluation based on rote contents, 26 students who are not very proficient for this type of evaluation are at a disadvantage, always obtaining the same negative results. 31 Coinciding with these results, recent studies 39 conclude that inequality in basic chemistry courses diminishes with the introduction of the diversification of assessment processes. Furthermore, according to Bortnik el al., 40 context-based exams, such as those implemented in BCHS, favor the development of Higher Order Cognitive Skills (HOCS), improving students' academic outcomes.…”

Section: Relationships Between the Course Characteristics And Academi...mentioning

confidence: 85%

Design and Evaluation of an Innovative Pedagogical Strategy for Undergraduate Medical Students Learning Chemistry

Layton Jaramillo,

Villamil Villar,

Aguaded Ramírez

et al. 2024

J. Chem. Educ.

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Training in chemistry is essential for undergraduate medical students; however, at the National University of Colombia, basic chemistry courses are associated with high fail rates and low academic performance with regard to first semester students, especially in vulnerable special admission populations. A longitudinal study was carried out via program evaluation methodology using quantitative and qualitative techniques to assess an innovative pedagogical strategy founded on context-based learning and different didactic and evaluative strategies employing information and communication technologies (ICT), which was tested on students of medicine by an interdisciplinary team of teachers in a new course. With the pedagogical strategy, a statistically significant improvement was observed in the academic performance of the students, with an increase in the mean grades that went from 3.61/5.00 to 3.95/5.00, a decrease of the fail rate from 15.50% to 3.48%, and the development of useful chemistry knowledge for the students during their training and for their professional lives. Furthermore, the study became an opportunity for collaborative learning among colleagues, favoring ongoing training of teaching staff and pedagogical innovation in professional learning communities.

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Section: Relationships Between the Course Characteristics And Academi...mentioning

confidence: 85%

Design and Evaluation of an Innovative Pedagogical Strategy for Undergraduate Medical Students Learning Chemistry

Layton Jaramillo,

Villamil Villar,

Aguaded Ramírez

et al. 2024

J. Chem. Educ.

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“…As a result, learning it depends on students’ representational and spatial thinking abilities. In this regard, gamification of stereochemistry has been shown to increase student comprehension and engagement in this topic. ,,,,,,,, …”

Section: Discussionmentioning

confidence: 99%

“…In this regard, gamification of stereochemistry has been shown to increase student comprehension and engagement in this topic. 5,14,16,17,19,37,44,45,55 The results of the activity assessment showed high levels of agreement on the benefits of the game; however, only 60% of the students found that the history cards bring added value to the game. In our opinion, it is important to get students interested in the history of chemistry discoveries and major advances as a cultural complement to scientific knowledge.…”

Section: ■ Conclusionmentioning

confidence: 99%

Chem’Sc@pe: an Organic Chemistry Learning Digital Escape Game

2023

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This article reports the development of Chem'Sc@pe, an escape game activity for first-and second-year undergraduate students, covering various topics from an introductory organic chemistry course. The objective was to encourage them to review notions learned in class in a fun and collaborative environment. The set comprises a game board representing 6 rooms of a chemistry laboratory, 30 thematic cards with puzzles to solve (multiple-choice questions, exercise, calculation, and model handling), various tools such as molecular models, and an android-based application. Students in teams of three to four had 60 min to solve enigmas related to functional groups, organic nomenclature, hybridization, stereochemistry, as well as lab-based activities. Each correct answer provides players with a 4-digit code, which gives access through the application to further levels and eventually to the conclusion of the game. History cards offering a short biography of famous chemists were also included in the game to promote scientific culture. Chem'Sc@pe was tested in 2021 with 70 first year chemistry students at the University of Montpellier (France). Assessment of the gamification activity by the students returned excellent reviews, showing that they enjoyed playing the game, found it easy to play, and described it as a useful learning experience.

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“…Therefore, this assignment can help medicinal chemistry instructors enrich their courses through diverse evaluation methods that can distinguish levels of cognition by students. 21 This rubric was a modified version of the unified college rubric forms established for written assignments. A specialized scientific committee at the college constructed the unified rubric forms based on the educational outcomes set by the CAPE (Center for the Advancement of Pharmacy Education) and the standards set by the ACPE (Accreditation Council for Pharmacy Education).…”

Section: ■ Introductionmentioning

confidence: 99%

“…The assessment of this activity also allowed instructors to measure course learning outcomes via a rubric format that clearly outlined the assessment criteria. Therefore, this assignment can help medicinal chemistry instructors enrich their courses through diverse evaluation methods that can distinguish levels of cognition by students . This rubric was a modified version of the unified college rubric forms established for written assignments.…”

Section: Introductionmentioning

confidence: 99%

Medicinal Chemistry Assignment Requiring Undergraduate Pharmacy Students To Utilize Free Web-Based Resources

Alsfouk

2023

J. Chem. Educ.

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Fourth-and fifth-year pharmacy students attending integrated pharmacotherapy courses at Princess Nourah bint Abdulrahman University completed a medicinal chemistry assignment using computer-based technology. This written assignment encompassed multiple components requiring the use of free online resources to study and illustrate several stages of the drug development process. The allocated content included ligand−receptor interactions, pharmacokinetics, toxicity of drug candidates, and discussion of identification and synthesis of the drug molecules. This paper describes the design of the assignment and reveals the results of the assessment by 63 students. Most students reported that the assignment improved their computer competencies and their peer and team learning skills.

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Innovation and Validation of an Assessment Method Using Molecular Models Following Stereochemistry Instruction in an Organic Chemistry Course

Cited by 6 publications

References 14 publications

Design and Evaluation of an Innovative Pedagogical Strategy for Undergraduate Medical Students Learning Chemistry

Design and Evaluation of an Innovative Pedagogical Strategy for Undergraduate Medical Students Learning Chemistry

Chem’Sc@pe: an Organic Chemistry Learning Digital Escape Game

Medicinal Chemistry Assignment Requiring Undergraduate Pharmacy Students To Utilize Free Web-Based Resources

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