Evaluation of an instructional model to teach clinically relevant medicinal chemistry in a campus and a distance pathway.

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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.

Original languageEnglish
Pages (from-to)31
Number of pages1
JournalAmerican Journal of Pharmaceutical Education
Volume72
Issue number2
StatePublished - Apr 15 2008

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Educational Models
Pharmaceutical Chemistry
chemistry
Students
evaluation
student
Teaching
Learning
Pharmacy Students
Problem-Based Learning
Aptitude
performance
Other Sciences
learning objective
Taxonomies
learning strategy
taxonomy

All Science Journal Classification (ASJC) codes

  • Pharmaceutical Science
  • Pharmacy

Cite this

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title = "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.",
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N2 - 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.

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