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Implementing a Functional Group Analysis Activity to Support Student Learning in Medicinal Chemistry: A Three-Year
Ansel Belani1, Jitendra D Belani1
1Jefferson College of Pharmacy, Thomas Jefferson University, Philadelphia, PA 19107, USA.
Pharmacy (Basel, Switzerland)
|September 22, 2025
Summary
A low-stakes functional group analysis activity improved medicinal chemistry exam scores for pharmacy students. Deeper engagement, particularly with the quiz, correlated with higher scores, boosting student success.
Area of Science:
- Chemical Education
- Medicinal Chemistry Pedagogy
Background:
- Pharmacy students often lack foundational skills in chemical structure interpretation and reactivity.
- This deficit hinders their ability to connect core concepts to drug behavior in medicinal chemistry.
Purpose of the Study:
- To assess the impact of a low-stakes functional group analysis activity on student learning and anxiety in medicinal chemistry.
- To determine if this intervention improves performance on foundational assessments.
Main Methods:
- Implemented a functional group analysis activity with peer discussion and a follow-up quiz.
- Compared first exam scores across three student cohorts: pre-intervention (2022) and post-intervention (2023, 2024).
Main Results:
- Average exam scores increased in the two years following the activity's implementation.
- A significant improvement was observed between the pre-intervention (2022) and the later post-intervention cohort (2024).
- Higher student engagement and quiz performance strongly correlated with better exam outcomes.
Conclusions:
- Low-stakes, concept-focused activities can enhance engagement and academic success in medicinal chemistry.
- Peer discussion and formative quizzes are effective tools for reinforcing core chemical principles.
- This approach can reduce student anxiety and improve foundational knowledge retention.
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