A receptor-grounded approach to teaching nonsteroidal antiinflammatory drug chemistry and structure-activity relationships

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Objective. To describe a receptor-based approach to promote learning about nonsteroidal anti-inflammatory drug (NSAID) chemistry, structure-activity relationships, and therapeutic decision-making. Design. Three lessons on cyclooxygenase (COX) and NSAID chemistry, and NSAID therapeutic utility, were developed using text-based resources and primary medicinal chemistry and pharmacy practice literature. Learning tools were developed to assist students in content mastery. Assessment. Student learning was evaluated via performance on quizzes and examinations that measured understanding of COX and NSAID chemistry, and the application of that knowledge to therapeutic problem solving. Conclusion. Student performance on NSAID-focused quizzes and examinations documented the success of this approach.

Original languageEnglish
Article number143
JournalAmerican Journal of Pharmaceutical Education
Volume73
Issue number8
StatePublished - 2009

Fingerprint

activity structure
Structure-Activity Relationship
Teaching
Anti-Inflammatory Agents
chemistry
drug
Pharmaceutical Preparations
quiz
Learning
Prostaglandin-Endoperoxide Synthases
Students
learning
examination
Pharmaceutical Chemistry
student
performance
Decision Making
Therapeutics
decision making
resources

All Science Journal Classification (ASJC) codes

  • Pharmacology, Toxicology and Pharmaceutics(all)
  • Education

Cite this

@article{edd3e94205664b32b183ccb532799556,
title = "A receptor-grounded approach to teaching nonsteroidal antiinflammatory drug chemistry and structure-activity relationships",
abstract = "Objective. To describe a receptor-based approach to promote learning about nonsteroidal anti-inflammatory drug (NSAID) chemistry, structure-activity relationships, and therapeutic decision-making. Design. Three lessons on cyclooxygenase (COX) and NSAID chemistry, and NSAID therapeutic utility, were developed using text-based resources and primary medicinal chemistry and pharmacy practice literature. Learning tools were developed to assist students in content mastery. Assessment. Student learning was evaluated via performance on quizzes and examinations that measured understanding of COX and NSAID chemistry, and the application of that knowledge to therapeutic problem solving. Conclusion. Student performance on NSAID-focused quizzes and examinations documented the success of this approach.",
author = "Roche, {Victoria F.}",
year = "2009",
language = "English",
volume = "73",
journal = "American Journal of Pharmaceutical Education",
issn = "0002-9459",
publisher = "American Association of Colleges of Pharmacy",
number = "8",

}

TY - JOUR

T1 - A receptor-grounded approach to teaching nonsteroidal antiinflammatory drug chemistry and structure-activity relationships

AU - Roche, Victoria F.

PY - 2009

Y1 - 2009

N2 - Objective. To describe a receptor-based approach to promote learning about nonsteroidal anti-inflammatory drug (NSAID) chemistry, structure-activity relationships, and therapeutic decision-making. Design. Three lessons on cyclooxygenase (COX) and NSAID chemistry, and NSAID therapeutic utility, were developed using text-based resources and primary medicinal chemistry and pharmacy practice literature. Learning tools were developed to assist students in content mastery. Assessment. Student learning was evaluated via performance on quizzes and examinations that measured understanding of COX and NSAID chemistry, and the application of that knowledge to therapeutic problem solving. Conclusion. Student performance on NSAID-focused quizzes and examinations documented the success of this approach.

AB - Objective. To describe a receptor-based approach to promote learning about nonsteroidal anti-inflammatory drug (NSAID) chemistry, structure-activity relationships, and therapeutic decision-making. Design. Three lessons on cyclooxygenase (COX) and NSAID chemistry, and NSAID therapeutic utility, were developed using text-based resources and primary medicinal chemistry and pharmacy practice literature. Learning tools were developed to assist students in content mastery. Assessment. Student learning was evaluated via performance on quizzes and examinations that measured understanding of COX and NSAID chemistry, and the application of that knowledge to therapeutic problem solving. Conclusion. Student performance on NSAID-focused quizzes and examinations documented the success of this approach.

UR - http://www.scopus.com/inward/record.url?scp=74749094736&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=74749094736&partnerID=8YFLogxK

M3 - Article

VL - 73

JO - American Journal of Pharmaceutical Education

JF - American Journal of Pharmaceutical Education

SN - 0002-9459

IS - 8

M1 - 143

ER -