Analysis of a novel enrichment strategy for an integrated medicinal chemistry and pharmacology course

Abstract Introduction Study and application of integrated medicinal chemistry and pharmacology content affords opportunities for students to discuss and develop life-long learning skills. Methods Five thematic enrichment activities were developed (problem solving, metacognition, reading comprehension, case-based problem solving, and structure-based therapeutic evaluation), each containing a self-study and live session featuring unit-specific content. Voluntary, longitudinal sessions were administered to 139 s professional year pharmacy students at the end of each unit of the first course of an integrated pharmacology and medicinal chemistry sequence (academic quarter system). Students provided five-point Likert-item feedback at the beginning of the course, after the first activity, and at course conclusion. Survey questions were linked to self-assessment domains of metacognition, content relevance, confidence, and affective response to content. Results Survey responses indicated significant improvement in initial confidence (3.7 [1.1] to 4.2 [1.1]) and metacognition (3.2 [1] to 3.8 [1.1]) domains at course conclusion and significant, sustained improvement in affective domain following the first session (3.5 [1.1] to 4.1 [1.2] to 4.2 [1.2]). Perceived relevance of content did not change significantly (4.3 [1] to 4 [1.1] to 4.1 [1.2]). Conclusions Survey results were consistent with the notion that targeted learning interventions have a significant impact on content perception, which may be especially important for disciplines perceived by students as challenging. Introduction of learning topics with concurrent application may positively influence affective response to learning, which may beneficially impact latent student confidence and self-awareness.