Medicinal chemistry: The key to critical thinking in pharmacotherapy.

INTRODUCTION: Medicinal chemistry is a polarizing subject for pharmacy students where, if not embraced, future pharmacists may be limited in their role as drug experts. An understanding of medicinal chemistry and its structure-activity relationships creates a strong foundation upon which our knowledge of pharmacotherapy is built. PERSPECTIVE: As the field of pharmacy has shifted to an increasingly clinical role, with an emphasis on patient care as a member of the interprofessional team, pharmacy has also seen an increase in postgraduate training, specifically residencies and fellowships. Pharmacy students noting this trend may depreciate medicinal chemistry early in the curriculum and place more focus on therapeutics and clinical rotations. However, forgoing the fundamental understanding of medicinal chemistry may hinder pharmacy students' current breadth and understanding, and the ability to rationalize future developments in their practice. Medicinal chemistry empowers pharmacists with the ability to reason through medications' impact versus simply memorizing their actions. Pharmacists play a unique role as drug experts, with advanced problem-solving and critical thinking skills that set them apart from drug references and search engines. IMPLICATIONS: As the field moves towards pharmacists as a member of the clinical team, the faculty should integrate medicinal chemistry throughout the doctor of pharmacy curricula. Faculty without this ability for a curriculum change should consider integration in their content. The field of pharmacy must take care to not allow clinical knowledge to significantly overshadow the importance of medicinal chemistry or run the risk of saturating the field with underprepared pharmacists.

[Exploration of the experiment teaching of natural medicinal chemistry for undergraduates].

Natural medicinal chemistry is one of the important courses for students in pharmacy majors. Its experimental teaching focuses on fostering comprehensive experimental skills and innovative abilities of undergraduates. Liaoning University has explored ways to promote the experimental teaching of natural drug chemistry based on the graduate employment and practical teaching experience in the past decade. These explorations include three aspects, such as synchronizing experimental teaching with theoretical teaching, fostering students' awareness of experimental safety, and improving experimental teaching methods in natural drug chemistry experiments. The practices showed that the reform has achieved a good effect. A teaching system that can achieve the three expected aspects has been established, which improved the teaching effect and quality of natural medicinal chemistry experimental courses for undergraduates. Furthermore, these explorations may facilitate fostering pharmacy specialists who can meet the opportunities of developing Chinese medicine and natural drug research and meet the requirements of employment.

Exploration of the experiment teaching of natural medicinal chemistry for undergraduates / 生物工程学报

Natural medicinal chemistry is one of the important courses for students in pharmacy majors. Its experimental teaching focuses on fostering comprehensive experimental skills and innovative abilities of undergraduates. Liaoning University has explored ways to promote the experimental teaching of natural drug chemistry based on the graduate employment and practical teaching experience in the past decade. These explorations include three aspects, such as synchronizing experimental teaching with theoretical teaching, fostering students' awareness of experimental safety, and improving experimental teaching methods in natural drug chemistry experiments. The practices showed that the reform has achieved a good effect. A teaching system that can achieve the three expected aspects has been established, which improved the teaching effect and quality of natural medicinal chemistry experimental courses for undergraduates. Furthermore, these explorations may facilitate fostering pharmacy specialists who can meet the opportunities of developing Chinese medicine and natural drug research and meet the requirements of employment.

An account of strategies and innovations for teaching chemistry during the COVID-19 pandemic.

The COVID-19 pandemic led to an abrupt suspension of face-to-face teaching activities in higher education institutions across the globe. The instructors and faculty at most institutions have had to adapt, invent, and implement adjustments quickly to adopt an online learning environment. This has been an extraordinarily challenging time for both students and instructors, particularly as many were not aware of the affordances and weaknesses of the online learning environment before it was uptaken. Particularly for chemistry and related disciplines, this change in delivery mode is even more disruptive in courses that have laboratory components due to loss of access to laboratories. As a teaching community, it was our responsibility to respond quickly and effectively to students' learning needs during this unprecedented global crisis. In our course, we provided succinct pre-recorded lecture-videos by topic rather than live-streaming of lectures. The recordings were made available to students a minimum of 24 h before the scheduled lecture time. Students were then provided opportunities to attend live tutorial sessions (held on Zoom and live Q&A feature on Piazza) if they had any questions that they wanted to ask the lecturer directly. We believe that the asynchronous sessions were more equitable than synchronous ones. This meant that students with difficult and challenging home/learning environments (i.e., disruptions at home, work/family schedules, poor internet, limited access to devices, etc.) were minimally disadvantaged. The approach worked well in general for teaching chemistry to pharmacy students and we believe that it can be adopted for other subjects.

From recipe to research: introducing undergraduate students to the nature of science using a hybrid practical course centred on drug discovery for neglected diseases.

A hybrid undergraduate practical course involving synthetic medicinal chemistry on neglected diseases bridges the gap between skills, techniques and scientific research, and exposes students to the nature of science.

The Power of Chemists Is in What They Can Learn, Not What They Already Know.

In this viewpoint, the concepts that chemistry transcends the laboratory into the clinic and beyond is explored from the perspective of a single individual who began strictly within synthetic chemistry. They learned through their training that in reality, chemists are capable of anything, requiring mentorship, open discussion, and some frontend work to learn something new.

Memoirs of the First 50 Years of the European Federation for Medicinal Chemistry (EFMC).

These memoirs span the first fifty years of the European Federation for Medicinal Chemistry (EFMC). They are the personal observations and remembrance of Prof. Henk Timmerman, who witnessed how the EFMC developed since its inception in December 1969, and are published at the occasion of the 50th anniversary of the EFMC. They include, with permission from the EFMC, material that was previously published in EFMC newsletters. These texts are for the first time united and completed, to tell the history of an organization that has accompanied and shaped the development of medicinal chemistry in Europe. They also highlight, through facts and anecdotes, the role of the men and women who are the scientific leaders and drivers of this extended scientific community.

Interdisciplinary communication to efficiently develop integrated pharmacotherapeutic sessions.

INTRODUCTION: Integration of clinical, biomedical, social, administrative, and pharmaceutical sciences in a pharmacotherapeutics course is beneficial to student education. Unfortunately, the perceived increase in time, commitment, and workload required to produce integrated material often serves as a barrier to high level academic integration. This commentary discusses how interdisciplinary faculty communication started at the beginning of content development, using an initial brief planning session and ongoing unscheduled flexible methods, can efficiently produce integrated material without substantially increasing faculty workload compared to independently produced integrated course material. COMMENTARY: Content development can be streamlined during a short initial meeting to consider the relevant disciplines (e.g., pharmacology, medicinal chemistry, clinical sciences) for a topic and to collaboratively develop corresponding content outlines. To produce fully integrated material, collaborators should develop content using a cloud-based file sharing system and communicate using asynchronous, electronic means to ask questions and provide suggestions to collaborators. IMPLICATIONS: Interdisciplinary communication is the foundation of integrated pharmacotherapeutic sessions, but supplemental meetings in addition to already required faculty meetings are both challenging to schedule and time consuming. With proper planning and the deliberate use of both continuous file sharing and asynchronous electronic communication, educators can produce parallel content emphasizing key concepts across disciplines without substantially increasing faculty workload.

The European Federation for Medicinal Chemistry (EFMC) Best Practice Initiative: Validating Chemical Probes.

As part of an initiative aimed to share best practices in Medicinal Chemistry, the European Federation for Medicinal Chemistry (EFMC) is preparing a series of webinars and slide sets focused on the early phase of drug discovery. This educational material is freely accessible through the EFMC. The main target audiences are students or early career scientists and we also believe it will be valuable for experienced practitioners. The first of the series is focused on the generation and validation of high-quality chemical probes, which are critical for drug discovery and more broadly to further our understanding of human biology and disease.

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

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.

Structure activity relationship (SAR) maps: A student-friendly tool to teach medicinal chemistry in integrated pharmacotherapy courses.

BACKGROUND AND PURPOSE: Courses that integrate pharmacology, medicinal chemistry, and pharmacotherapy are widely implemented in pharmacy curriculums. The integration of medicinal chemistry is often challenging given the difficulty of material and time constraints. The objective of this pedagogical approach is to utilize structure activity relationship (SAR) maps as visual aids to teach students medicinal chemistry in an integrated course. EDUCATIONAL SETTING: SAR maps were designed and implemented within an integrated course focusing on cardiopulmonary diseases. Specific SAR maps used in lecture and class activities included phenylethylamines (adrenergic agonists (i.e. bronchodilators)) and aryloxypropanolamines (beta blockers). Students were assessed in class activities (formative) and exams (high stakes) for specific information surrounding drug structure and the SAR map. Drug properties assessed included essential pharmacophores, pharmacodynamics, physiochemical properties, metabolism, duration of action, and decision-making. FINDINGS: Results from assessment item analysis reveal that students performed well on medicinal chemistry questions related to the SAR maps (~90% correct on first exam). Students revealed in a survey that the SAR maps enhanced their understanding of medicinal chemistry concepts. SUMMARY: SAR maps are effective tools that visually teach students key concepts in medicinal chemistry. This millennial student-friendly tool is time-effective and promotes learning as opposed to drug structure memorization. The SAR map can be easily implemented in other integrated courses focused on various disease states.

Implementation of the Pharmacists' Patient Care Process in a Medicinal Chemistry Course.

Objective. To implement the Pharmacists' Patient Care Process (PPCP) in a medicinal chemistry course. Methods. Doctor of Pharmacy students in a medicinal chemistry course were challenged to apply the PPCP in a lesson on cholinesterase inhibitors and NMDA receptor antagonist in the treatment of Alzheimer's disease. A clinical faculty member with expertise in the topic reviewed the clinical information provided to ensure applicability to patient care. A pre- and post-course survey was administered to assess students' understanding of the PPCP and the effectiveness of the strategies used. Students' pre- and post-course responses were analyzed, and qualitative themes were identified. Results. Of the 141 students enrolled in the course, 96% and 97% completed the pre- and post-course surveys, respectively. Students' post-course responses were higher than pre-course answers to the question that they knew all the steps of the PPCP (96% vs 66%, respectively). Ninety one percent in the post-course survey compared to 62% in the pre-course survey listed the PPCP steps correctly. In addition, more than 90% of the students indicated that the strategies used in the class helped them understand and relate to the PPCP. Qualitative responses revealed themes with positive responses related to the course, course activities, PPCP goals and curriculum design based on the implementation of the PPCP. Conclusion. The introduction of the PPCP as a framework for all pharmacy practitioners is a worthy endeavor. Purposeful strategies to introduce the PPCP in a medicinal course were positively received by students. Formalized efforts to implement the PPCP in clinical, social and administrative, and science courses are critical to introduce the PPCP as a framework for all future pharmacy practitioners.

[Consideration of Occupational Diversity via Academia through Studying Abroad in the UK].

Studying abroad may prove an attractive opportunity for young Japanese scientists, as it would allow them to broaden their perspectives regarding occupational diversity as a scientist. This is the first observation I made after studying abroad at the University of Oxford for two and a half years as a postdoctoral fellow. Many young scientists in the UK have got occupations not only in academia or in manufacturing industries, but also in various other business fields. Their occupational diversity seems to be considerably wider than that found among young Japanese scientists. The second feature I observed was related to my new lifestyle in the UK, which included the practice of research. It was notably different from my experiences in Japan, and it made me reconsider how to conduct my research in a more efficient manner. During my stay in the UK, I was able to identify the significance of spending time in a different culture by avoiding contact with Japanese culture as much as I could. In this essay, I introduce the details of my process of departing for the UK and my life in Oxford; it is my hope that this information will be useful for young Japanese scientists in contemplating their life plans.

Journeying through the Field of Medicinal Chemistry: Perspectives from Graduate Researchers.

The training of new medicinal chemists is vital to the future of the field, and as graduate students at this critical stage, we are uniquely positioned to comment on our training. Herein, we discuss the perspectives from graduate researchers before, during, and after graduate school by utilizing survey data obtained from five medicinal chemistry programs in the Midwest and recent alumni of the University of Minnesota. We also reflect on the female perspective within the field of medicinal chemistry. Finally, we offer recommendations to both students and faculty in the hopes of helping future generations succeed in the field.

LabSafety, the Pharmaceutical Laboratory Android Application, for Improving the Knowledge of Pharmacy Students.

Currently, traditional paper methods may not effectively be used in education due to lack of access, outdated content, and poor graphics. Education through mobile-based applications is one of the alternative solutions. The objective of this study was to develop and evaluate LabSafety educational application and its effect on promoting the knowledge of pharmacy students. In this interventional study, the LabSafety application was first developed and evaluated for educating students about the safety measures in laboratories. Then, all pharmacy students from Kerman University of Medical Sciences (n = 316) were selected and randomly enrolled into one of three groups using simple random sampling: control (n = 106), traditional (n = 105), and application (n = 105) groups. To assess students' knowledge before and after the intervention, two valid and reliable (Cronbach's Alpha = 0.94 and 0.93, respectively) questionnaires were used. The results of the study showed no significant differences among the mean scores of the participants' knowledge before intervention (p = 0.82). After the intervention, the mean scores of the application group were 5.52 higher than the scores of the traditional group and 7.3 higher than the scores of the control group (p < 0.0001). Age had no significant effect on the posttest scores of the participants (p = 0.52). As a result, the use of this educational application can effectively increase the knowledge of all age groups of pharmacy students regarding safety measures in pharmaceutical laboratories. The mobile-based applications with online and offline access, interactive features, and user-friendly interfaces are more engaging and they can be used complementary to traditional training methods. © 2019 International Union of Biochemistry and Molecular Biology, 48(1):44-53, 2020.

A multiyear comparison of flipped- vs. lecture-based teaching on student success in a pharmaceutical science class.

BACKGROUND AND PURPOSE: To gauge the potential effect of mode of content delivery on overall student success in a pharmaceutical sciences course in a doctor of pharmacy program. EDUCATIONAL ACTIVITY AND SETTING: Principles of Drug Action I (PDAI) is a first-year pharmaceutical science course typically taught by multiple faculty, and each utilizes their own approach to deliver course content. Over a seven year period, the course naturally separated into blocks. Block-1 was taught using a traditional lecture-based approach while Block-2 varied between either a lecture-based or a flipped-classroom format. Student success was evaluated by exam at the end of each block. FINDINGS: For the four years in which Block-2 was taught by lecture, the number of exam failures was similar to Block-1. For each of the three years Block-2 was taught via the flipped-classroom format, the number of exam failures was approximately half that of Block-1. While grades for the lecture-based Block-1 trended downward over the seven-year evaluation period, average exam grades overall were similar between Block-1 and Block-2 each year regardless of teaching modality. SUMMARY: Retrospective analysis of this novel blocked approach within PDAI provided a means of internally evaluating the potential effect of teaching format on overall student performance. The results described here support previous studies that indicate that the flipped-classroom approach can reduce course failures. These findings also show that flipped-classroom teaching may have a greater impact on improving learning in lower-performing students.

An inquiry-based exercise in medicinal chemistry: Synthesis of a molecular library and screening for potential antimalarial and anti-inflammatory compounds.

The development of new medicines holds particular fascination for chemistry, biochemistry, and biology students interested in a career in medicine or the life sciences. The identification and refinement of lead compounds to treat diseases requires researchers to be facile in a number of different disciplines including organic synthesis, biochemistry, cell biology, and molecular biology. We have developed an interdisciplinary, inquiry-based laboratory spanning both organic chemistry and biochemistry classes that acquaints students with research in medicinal chemistry. The first part of the exercise takes place in the second semester of organic chemistry, where pairs of students design and execute their own multistep synthesis of a novel compound with anti-inflammatory and/or antimalarial potential. Later, in first semester biochemistry, many of the same students then test these synthesized compounds for cytotoxicity, inhibition of the enzyme nitric oxide synthase, and inhibition of the transcription factor NF-kB. Learning outcomes, measured by the Classroom Undergraduate Research Experience (CURE) survey, suggest that students participating in both classes had higher gains than an average student. © 2018 International Union of Biochemistry and Molecular Biology, 46(5):424-434, 2018.

The Importance of Medicinal Chemistry Knowledge in the Clinical Pharmacist's Education.

Objective. To show why medicinal chemistry must be a key component of the education of pharmacy students, as well as in the pharmacist's practice. Findings. Five case reports were selected by their clinically relevant elements of medicinal chemistry and were explained using structure-activity relationship data of the drugs involved in the case easily obtained from primary literature and in medicinal chemistry textbooks. Summary. This paper demonstrates how critical clinical decisions can be addressed using medicinal chemistry knowledge. While such knowledge may not explain all clinical decisions, medicinal chemistry concepts are essential for the education of pharmacy students to explain drug action in general and clinical decisions.

Student Learning with Generated and Answered Peer-written Questions.

Objective. To investigate the degree to which student-generated questions or answering student-generated multiple-choice questions predicts course performance in medicinal chemistry. Methods. Students enrolled in Medicinal Chemistry III over a 3-year period were asked to create at least one question per exam period using PeerWise; within the software, they were also asked to answer and rate one peer question per class session. Students' total reputation scores and its components (question authoring, answering, and rating) and total answer scores (correctness of answers submitted indicating agreement with the author's chosen answer) were analyzed relative to final course grades. Results. Students at the non-satellite campus and those who generated more highly rated questions performed better overall in the course accounting for 12% of the variability in course grades. The most notable differences were between the top third and bottom third performing students within the course. The number of questions answered by students was not a significant predictor of course performance. Conclusion. Student generation of more highly rated questions (referred to as more thoughtful in nature by the software program) is predictive of course performance but it only explained a small variability in course grades. The correctness of answers submitted, however, did not relate to student performance.