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 language | English |
|---|---|
| Pages (from-to) | 31 |
| Number of pages | 1 |
| Journal | American Journal of Pharmaceutical Education |
| Volume | 72 |
| Issue number | 2 |
| State | Published - Apr 15 2008 |
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All Science Journal Classification (ASJC) codes
- Pharmaceutical Science
- Pharmacy
Cite this
Evaluation of an instructional model to teach clinically relevant medicinal chemistry in a campus and a distance pathway. / Alsharif, Naser Z.; Galt, Kimberly A.
In: American Journal of Pharmaceutical Education, Vol. 72, No. 2, 15.04.2008, p. 31.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Evaluation of an instructional model to teach clinically relevant medicinal chemistry in a campus and a distance pathway.
AU - Alsharif, Naser Z.
AU - Galt, Kimberly A.
PY - 2008/4/15
Y1 - 2008/4/15
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.
AB - 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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M3 - Article
VL - 72
SP - 31
JO - American Journal of Pharmaceutical Education
JF - American Journal of Pharmaceutical Education
SN - 0002-9459
IS - 2
ER -