Pharmacy, Health Sciences & Exercise Science

Event Title

Evaluation of an Interactive Puzzle-Based Approach to Reinforcing Steroid Structure-Activity Relationships

Presenter Information

Christian Krenk, Butler University

Document Type

Oral Presentation

Location

Indianapolis, IN

Subject Area

Pharmacy, Health Sciences & Exercise Science

Start Date

11-4-2014 10:15 AM

End Date

11-4-2014 11:45 AM

Description

Background: Medicinal chemistry is unique to the pharmacy curriculum and sets pharmacists apart as chemical experts in the health care professions. One goal of pharmacy education is having a medicinal chemistry course on which students can build clinically relevant pharmacy practice experience. Nevertheless, many pharmacy students view medicinal chemistry as a difficult subject to understand. Steroids have many structure-activity relationships (SARs), making it a difficult topic in a medicinal chemistry course.

Objective: To implement and assess the effectiveness of an interactive puzzle-based approach to reinforcing steroid structure-activity relationships.

Methods: Second-year PharmD students in the applied learning sections of Butler University's Principles of Drug Action course were divided into groups of 4-6. Steroids were the topic series of the course during the two weeks prior to the activity. Each student was given a pre-activity survey to self-assess current knowledge, as well as a pre-activity 5 question quiz of various steroid structure-activity relationships. The groups were then given a set of steroid puzzle pieces to create an appropriate steroid to solve a variety of patient case scenarios. Students were then given a post-activity survey and 5 question quiz to assess perceived knowledge gained.

Results: One hundred thirty students were included. The average pre-activity quiz score was 1.94/5 and post-activity quiz score was 3.83/5. One hundred eleven students (85%) showed an improvement in score from the pre- to the post-activity quiz. Of the pre-activity quiz scores, 90 students (69%) scored 2/5 or below, while 86 students (66%) scored 4/5 or 5/5 on the post-activity quiz. The majority of students found the activity enjoyable (65%), felt it enhanced their knowledge (83%), and would recommend the activity for future classes (81%).

Conclusions: Incorporating a puzzle-based activity into a medicinal chemistry course was an effective way to increase knowledge and understanding of course material. Pre- and post-activity surveys indicated that students self-reported an increase in knowledge and comfort with steroid structure-activity relationships, which was confirmed by a nearly 2 point improvement on a 5 point quiz.

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Apr 11th, 10:15 AM Apr 11th, 11:45 AM

Evaluation of an Interactive Puzzle-Based Approach to Reinforcing Steroid Structure-Activity Relationships

Indianapolis, IN

Background: Medicinal chemistry is unique to the pharmacy curriculum and sets pharmacists apart as chemical experts in the health care professions. One goal of pharmacy education is having a medicinal chemistry course on which students can build clinically relevant pharmacy practice experience. Nevertheless, many pharmacy students view medicinal chemistry as a difficult subject to understand. Steroids have many structure-activity relationships (SARs), making it a difficult topic in a medicinal chemistry course.

Objective: To implement and assess the effectiveness of an interactive puzzle-based approach to reinforcing steroid structure-activity relationships.

Methods: Second-year PharmD students in the applied learning sections of Butler University's Principles of Drug Action course were divided into groups of 4-6. Steroids were the topic series of the course during the two weeks prior to the activity. Each student was given a pre-activity survey to self-assess current knowledge, as well as a pre-activity 5 question quiz of various steroid structure-activity relationships. The groups were then given a set of steroid puzzle pieces to create an appropriate steroid to solve a variety of patient case scenarios. Students were then given a post-activity survey and 5 question quiz to assess perceived knowledge gained.

Results: One hundred thirty students were included. The average pre-activity quiz score was 1.94/5 and post-activity quiz score was 3.83/5. One hundred eleven students (85%) showed an improvement in score from the pre- to the post-activity quiz. Of the pre-activity quiz scores, 90 students (69%) scored 2/5 or below, while 86 students (66%) scored 4/5 or 5/5 on the post-activity quiz. The majority of students found the activity enjoyable (65%), felt it enhanced their knowledge (83%), and would recommend the activity for future classes (81%).

Conclusions: Incorporating a puzzle-based activity into a medicinal chemistry course was an effective way to increase knowledge and understanding of course material. Pre- and post-activity surveys indicated that students self-reported an increase in knowledge and comfort with steroid structure-activity relationships, which was confirmed by a nearly 2 point improvement on a 5 point quiz.