Reinforcing the relevance of chemistry to the practice of pharmacy through the Who Wants To Be A Med Chem Millionaire? Learning game

Victoria F. Roche, Naser Z. Alsharif, Alaba M. Ogunbadeniyi

Research output: Contribution to journalReview article

14 Citations (Scopus)

Abstract

Objectives. To reinforce the relevance of chemistry to therapeutic decision-making. Design. A team-based game entitled, Who Wants To Be A Med Chem Millionaire? was devised for P3 students using clinical cases from Pharmacotherapeutics courses. Questions were developed to demonstrate the value of applying chemistry to meet patient care goals. Teams of 6 students played for health-related charities, and correct answers to questions earned Med Chem Moolah. Faculty members donated to the charities of 3 winning teams. Assessment. Students actively participated in the game. Accurate responses to game questions indicated that students had reviewed the materials and/or recalled previously learned concepts. Students' willingness to reason publicly demonstrated growth in professional maturity. P2 students also reacted positively to the game. Conclusion. Students viewed the session as a positive learning experience, and faculty members gained insight about which elements of the game were effective.

Original languageEnglish
Article number116
Pages (from-to)1-9
Number of pages9
JournalAmerican Journal of Pharmaceutical Education
Volume68
Issue number5
StatePublished - 2004

Fingerprint

chemistry
Learning
Students
learning
student
Charities
professional maturity
patient care
Decision Making
Patient Care
decision making
Health
Growth
health
experience

All Science Journal Classification (ASJC) codes

  • Pharmacology
  • Education

Cite this

@article{39ef97579a42454798f0f88b618bc7cc,
title = "Reinforcing the relevance of chemistry to the practice of pharmacy through the Who Wants To Be A Med Chem Millionaire? Learning game",
abstract = "Objectives. To reinforce the relevance of chemistry to therapeutic decision-making. Design. A team-based game entitled, Who Wants To Be A Med Chem Millionaire? was devised for P3 students using clinical cases from Pharmacotherapeutics courses. Questions were developed to demonstrate the value of applying chemistry to meet patient care goals. Teams of 6 students played for health-related charities, and correct answers to questions earned Med Chem Moolah. Faculty members donated to the charities of 3 winning teams. Assessment. Students actively participated in the game. Accurate responses to game questions indicated that students had reviewed the materials and/or recalled previously learned concepts. Students' willingness to reason publicly demonstrated growth in professional maturity. P2 students also reacted positively to the game. Conclusion. Students viewed the session as a positive learning experience, and faculty members gained insight about which elements of the game were effective.",
author = "Roche, {Victoria F.} and Alsharif, {Naser Z.} and Ogunbadeniyi, {Alaba M.}",
year = "2004",
language = "English",
volume = "68",
pages = "1--9",
journal = "American Journal of Pharmaceutical Education",
issn = "0002-9459",
publisher = "American Association of Colleges of Pharmacy",
number = "5",

}

TY - JOUR

T1 - Reinforcing the relevance of chemistry to the practice of pharmacy through the Who Wants To Be A Med Chem Millionaire? Learning game

AU - Roche, Victoria F.

AU - Alsharif, Naser Z.

AU - Ogunbadeniyi, Alaba M.

PY - 2004

Y1 - 2004

N2 - Objectives. To reinforce the relevance of chemistry to therapeutic decision-making. Design. A team-based game entitled, Who Wants To Be A Med Chem Millionaire? was devised for P3 students using clinical cases from Pharmacotherapeutics courses. Questions were developed to demonstrate the value of applying chemistry to meet patient care goals. Teams of 6 students played for health-related charities, and correct answers to questions earned Med Chem Moolah. Faculty members donated to the charities of 3 winning teams. Assessment. Students actively participated in the game. Accurate responses to game questions indicated that students had reviewed the materials and/or recalled previously learned concepts. Students' willingness to reason publicly demonstrated growth in professional maturity. P2 students also reacted positively to the game. Conclusion. Students viewed the session as a positive learning experience, and faculty members gained insight about which elements of the game were effective.

AB - Objectives. To reinforce the relevance of chemistry to therapeutic decision-making. Design. A team-based game entitled, Who Wants To Be A Med Chem Millionaire? was devised for P3 students using clinical cases from Pharmacotherapeutics courses. Questions were developed to demonstrate the value of applying chemistry to meet patient care goals. Teams of 6 students played for health-related charities, and correct answers to questions earned Med Chem Moolah. Faculty members donated to the charities of 3 winning teams. Assessment. Students actively participated in the game. Accurate responses to game questions indicated that students had reviewed the materials and/or recalled previously learned concepts. Students' willingness to reason publicly demonstrated growth in professional maturity. P2 students also reacted positively to the game. Conclusion. Students viewed the session as a positive learning experience, and faculty members gained insight about which elements of the game were effective.

UR - http://www.scopus.com/inward/record.url?scp=14844300889&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=14844300889&partnerID=8YFLogxK

M3 - Review article

VL - 68

SP - 1

EP - 9

JO - American Journal of Pharmaceutical Education

JF - American Journal of Pharmaceutical Education

SN - 0002-9459

IS - 5

M1 - 116

ER -