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Instructional model to teach clinically relevant medicinal chemistry
Naser Z Alsharif1, Kimberly A Galt, Ahmed Mehanna
1School of Pharmacy and Health Professions, Creighton University Medical Center, 2500 California Plaza, Omaha, NE 68178, USA. nalshari@creighton.edu
American Journal of Pharmaceutical Education
|December 1, 2006
Summary
Medicinal chemistry education is adapting to pharmacy practice needs by integrating clinical knowledge. This study presents a new instructional model to enhance the relevance of medicinal chemistry for future pharmacists.
Area of Science:
- Pharmacy Education
- Medicinal Chemistry
- Curriculum Development
Background:
- Pharmacy educators question the direct relevance of medicinal chemistry to practice.
- Increased emphasis on linking clinical knowledge and practice to student outcomes.
- Revised accreditation guidelines (ACPE) reinforce the importance of sciences in pharmacy curricula.
Purpose of the Study:
- To describe an instructional model for teaching medicinal chemistry.
- To align medicinal chemistry education with current pharmacy practice and educational outcomes.
- To enhance the perceived usefulness of medicinal chemistry for future careers.
Main Methods:
- Collaboration among experienced pharmacy faculty scholars.
- Incorporation of cognitive and affective learning pedagogies.
- Development of a case study using a representative drug class for illustration.
Main Results:
- A novel instructional model for medicinal chemistry has been developed.
- The model emphasizes the application of medicinal chemistry knowledge.
- Pedagogical strategies are integrated to support learning.
Conclusions:
- The described instructional model aims to meet new educational outcomes for pharmacy graduates.
- This approach seeks to bridge the gap between medicinal chemistry and practical pharmacy.
- Faculty are adapting teaching methods to meet evolving curriculum standards.
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