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Innovative pedagogy: nurturing excellence through an effective student-centered approach in medicinal chemistry courses

Author

Listed:
  • Osama I. Alwassil

    (King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Ministry of National Guard - Health Affairs (MNGHA)
    Ministry of National Guard - Health Affairs (MNGHA))

  • Ahlam I. Almusharraf

    (Princess Nourah Bint Abdulrahman University (PNU))

  • Abad Alzuman

    (Princess Nourah Bint Abdulrahman University (PNU))

  • Noof Albaz

    (Ministry of National Guard - Health Affairs (MNGHA)
    King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Ministry of National Guard - Health Affairs (MNGHA))

  • Sarah M. Alyousif

    (Ministry of National Guard - Health Affairs (MNGHA)
    Ministry of National Guard - Health Affairs (MNGHA)
    King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Ministry of National Guard - Health Affairs (MNGHA))

Abstract

Medicinal chemistry educators face challenges in providing students with essential tools to ensure an ideal learning environment. The suspension of on-site classes during the COVID-19 pandemic introduced further obstacles. This study investigated learning outcomes in an online versus on-site medicinal chemistry course in Saudi Arabia, focusing on drug classes and biomolecular interactions. We utilized a causal-comparison study method using data from first-year Pharmacy students (P1) enrolled in the Medicinal Chemistry I course (semester 1) during the 2019–2020 (on-site class) and 2020–2021 (online class) academic years. Data were analyzed using JMP software. The online course utilized advanced virtual technology such as Blackboard Collaborate Ultra and other computational platforms. Data representing the performance of 196 students were obtained. The analyses of the assessment scores showed a mean of 80.45 ± 12.65 for the online class group compared with 71.90 ± 9.50 for the on-site class group. Most online students showed improvement in their active engagement and learning experience. Current data support the argument that there is no apparent difference between outcomes for online versus on-site medicinal chemistry courses. Furthermore, advanced tools and their application within the online instructional methodology play a critical role in the overall learning experience.

Suggested Citation

  • Osama I. Alwassil & Ahlam I. Almusharraf & Abad Alzuman & Noof Albaz & Sarah M. Alyousif, 2024. "Innovative pedagogy: nurturing excellence through an effective student-centered approach in medicinal chemistry courses," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-8, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-03780-1
    DOI: 10.1057/s41599-024-03780-1
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    1. Clark, Andrew E. & Nong, Huifu & Zhu, Hongjia & Zhu, Rong, 2021. "Compensating for academic loss: Online learning and student performance during the COVID-19 pandemic," China Economic Review, Elsevier, vol. 68(C).
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