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Effectiveness of an Instructional Model to Teach Clinically Relevant Medicinal Chemistry.

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Abstract:

Objectives: To document the effectiveness of an instructional model to teach clinically relevant medicinal chemistry. Methods: An instructional model that utilized 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 course for second professional year doctor of pharmacy students (campus and web). Subjective and objective evaluation tools were developed to assess student learning and overall effectiveness of the instructional model. A temporal comparison of the student performance after introducing the instructional model was compared to previous student performance academic years. Quantitative and qualitative analyses were conducted to determine the results. Results: Student performance improved when compared to previous years. Students’ overall enthusiasm about the course, the course content and activities is evident. The students’ perceived value of medicinal chemistry to clinical practice is demonstrated.
Implications: The explicit integration of the cognitive and affective learning objectives resulted in enhanced student ability to envision how they will apply the science of medical chemistry in practice. Testing this instructional model provides validation that the theoretical framework for this instructional model is effective for our campus and web-based students. Our instructional model also has a broad-based application to other science courses.
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Association:
Name: American Association of Colleges of Pharmacy
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http://www.aacp.org


Citation:
URL: http://citation.allacademic.com/meta/p115693_index.html
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MLA Citation:

Alsharif, Naser. and Galt, Kimberly. "Effectiveness of an Instructional Model to Teach Clinically Relevant Medicinal Chemistry." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p115693_index.html>

APA Citation:

Alsharif, N. Z. and Galt, K. A. , 2006-07-05 "Effectiveness of an Instructional Model to Teach Clinically Relevant Medicinal Chemistry." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p115693_index.html

Publication Type: Abstract
Abstract: Objectives: To document the effectiveness of an instructional model to teach clinically relevant medicinal chemistry. Methods: An instructional model that utilized 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 course for second professional year doctor of pharmacy students (campus and web). Subjective and objective evaluation tools were developed to assess student learning and overall effectiveness of the instructional model. A temporal comparison of the student performance after introducing the instructional model was compared to previous student performance academic years. Quantitative and qualitative analyses were conducted to determine the results. Results: Student performance improved when compared to previous years. Students’ overall enthusiasm about the course, the course content and activities is evident. The students’ perceived value of medicinal chemistry to clinical practice is demonstrated.
Implications: The explicit integration of the cognitive and affective learning objectives resulted in enhanced student ability to envision how they will apply the science of medical chemistry in practice. Testing this instructional model provides validation that the theoretical framework for this instructional model is effective for our campus and web-based students. Our instructional model also has a broad-based application to other science courses.

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