Blending Problem-Based Learning and Peer-Led Team Learning, in an Open Ended "Home-Grown" Pharmaceutical Chemistry Case Study

Autor/inn/en	Veale, Clinton G. L.; Krause, Rui W. M.; Sewry, Joyce D.
Titel	Blending Problem-Based Learning and Peer-Led Team Learning, in an Open Ended "Home-Grown" Pharmaceutical Chemistry Case Study
Quelle	In: Chemistry Education Research and Practice, 19 (2018) 1, S.68-79 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Veale, Clinton G. L.) ORCID (Krause, Rui W. M.)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c7rp00180k
Schlagwörter	Foreign Countries; Problem Based Learning; Peer Teaching; Cooperative Learning; Pharmaceutical Education; Chemistry; Pharmacology; Drug Therapy; Case Studies; Undergraduate Students; Medical Students; Science Process Skills; Skill Development; Lifelong Learning; Semantics; Pharmacy; Outcomes of Education; Relevance (Education); Student Attitudes; Semi Structured Interviews; South Africa + Suchen Sie Ihr Suchwort? Ausland; Problem-based learning; Problemorientiertes Lernen; Peer group teaching; Peer Group Teaching; Kooperatives Lernen; Chemie; Arzneikunde; Case study; Fallstudie; Case Study; Kompetenzentwicklung; Qualifikationsentwicklung; Life-long learning; Lebenslanges Lernen; Semantik; Apotheke; Lernleistung; Schulerfolg; Relevance; Relevanz; Schülerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Pharmaceutical chemistry, medicinal chemistry and the drug discovery process require experienced practitioners to employ reasoned speculation in generating creative ideas, which can be used to evolve promising molecules into drugs. The ever-evolving world of pharmaceutical chemistry requires university curricula that prepare graduates for their role as designers with the capability of applying complex concepts in pharmaceutical chemistry, thereby improving the decision-making process. Common methods of teaching drug discovery, including the linear nature of the traditional case study model, do not provide a realistic picture of the underlying complexity of the process, nor do they equip students with the appropriate tools for personal sense making and abstraction. In this work, we discuss the creation of an open-ended, nonlinear case study for 3rd year pharmaceutical chemistry students, developed from drug discovery research conducted at Rhodes University. Furthermore, we discuss blending problem based learning (PBL) with peer-led team learning (PLTL) in the context of curriculum transformation, underpinned by the theory of semantic waves, to assist students in the early attainment of abstract concepts and answer questions of contextualisation, personal sense making, relatability, relevance and ultimately the skills for lifelong learning. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01