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How do we balance science & practicein pharmacy curricula?
Physical sciences
Mauro Mocerino
Department of Chemistry, Curtin University
Perth, Western Australia
Professional competencies
A selection from Curtin B. Pharm course
• Compound pharmaceutical products
• Participate in therapeutic decision making
• Evaluate prescribed medicines
• Evaluate and synthesise information
• Apply communication skills and participate in
negotiations
• Prepare cytotoxic drug products
• Explore problems/potential problems
Professional competencies
A selection from Curtin B. Pharm course
• Compound pharmaceutical products
• Participate in therapeutic decision making
• Evaluate prescribed medicines
• Evaluate and synthesise information
• Apply communication skills and participate in
negotiations
• Prepare cytotoxic drug products
• Explore problems/potential problems
Process skills
When do students develop these?
Process skills
When do students develop these?
Or more specifically
When do we give students opportunities to develop
these process skills?
Active Learning in University Science
Pedagogy
An exploration of a
concept, application of a
theory or experimental
data is presented in a
model or series of models
Process Oriented Guided Inquiry Learning
The student is guided through the
model by a set of questions
allowing them to construct their own
knowledge and test the knowledge
in applications of the theory or
concept
http://www.pogil.org/
Thinking About Process Skills
POGIL’s targeted process skills
1.Oral & written communication
2.Teamwork
3.Problem solving
4.Critical & analytical thinking
5.Team & self-management
6.Information processing
7.Assessment & self-assessment
Learning cycle paradigm
Sample activity
O
O C C
H
H
H
H
C
O
C
H
H
H
C4H8O2
C C
C
C
CN NH2
H
HH
HH
H
H
HH H
H
C5H11N
HOCH2CH2COCH3
C C C C C
H
H
C H
H
H
H
H
H
C6H8 CH3CHCHCH2CCCH3
H2C CH2
CH
H2C
H2CNH2
HO
H
Molecular formula
Condensed structure
"Lewis" Structure Line structure
Sample activity
‣ Provide a table showing common representation
styles for organic molecules
‣ Ask student questions to explore the styles
‣ Have students develop their own rules for using
the line structure style
‣ Have them apply their rules in some questions
Folders
‣ Each student is assigned a team
‣ Each team is given a folder
‣ Names of the elements
‣ Folders are distributed at thestart of the class and returnedat the end of the class
‣ A copy of the day’s activity is provided (on coloured paper)
‣ Teams are also given communication tools via Blackboard
XeXenon
Teams
ManagerKeeps the group on-
track, delegates tasks
to other team
members
RecorderKeeps the record of
the group activity on
the copy provided
PresenterAsks questions of the
lecturer and enters
clicker answers
Teams of three
Teams
ManageReflector
Keeps a reflection on
the groups progress
and performance
PresenterRecorder
Teams of four
Sample Lecture slide
Class Activity: Reactions of alkanes
Group Roles:
Manager: Responsible for keeping group on task and ensuring all members have an input
Recorder: Responsible for recording the groups answers on the coloured activity sheets (should sit in the middle of the group)
Presenter: Responsible for asking and answering questions for the group (including clicker questions)
Today's allocation:
Recorder - the person who has their birthday earliest in the year.
Manager- the person to the right of the recorder
Presenter - the person to the left of the recorder
Clicker question in 5 minutes
Clickers
‣ Audience response system
‣ Allows immediate feedback
‣ Revision of previouslecture’s concepts
‣ Can easily monitor progress
‣ Useful teaching tool
‣ Can be used for assessment
Highlights of last lectureWhat is the number of stereocentres in nootkatone
(grapefruit oil) shown below?
O
1. none
2. one
3. two
4. three
5. four
6. five
Sample clicker question
Highlights of last lectureWhat is the number of stereocentres in nootkatone
(grapefruit oil) shown below?
O
1. none
2. one
3. two
4. three
5. four
6. five
Feedback clicker question
0
5
10
15
20
25
30
12
34
56
Outcomes C101 & C102
‣ Class attendance is improved
‣ Improvement in some traditionally poor areas
‣ MO theory
‣ Coordination chemistry
‣ Mechanisms and use of curved arrows
‣ Student feedback is very positive
Outcomes - US data
‣ Common exam data
36%15%
9%
40%
22%
44%
29%
5%
C
9%
32%
28%
31%
12%
19%
16%
53%
29%
35%
24%
12%
20%
20%
33%
27%
14%
58%
21%
7%
16%
32%
16%
36%
A B D, F or W
4%
29%27%
40%
N = 14
N = 19
N = 20
N = 15
N = 75
N = 109
N = 93 (2 sections) N = 91 (2 sections)
10%
29%
32%
29%
N = 793 (18 sections) N = 388 (11 sections)
2 (3, N=35) =
2.17, p = 0.22
2 (3, N=33) =
4.96, p = 0.24
2 (3, N=184) =
29.30, p<0.01
2 (3, N=886) =
10.76, p=0.013
2 (3, N=479) =
57.70, p<0.01
Institution AOrganic 1
Institution BOrganic 2
Institution COrganic 1
Institution DOrganic 1
Institution DOrganic 2
Key
Inst.Course
PO
GIL
Le
ctu
re
Sig.
People
Brian Yates
Michael Gardiner
University of Tasmania
Adam Bridgeman
University of Sydney
Simon Pyke
The University of Adelaide
Danny Bedgood
Charles Sturt University
Mark Buntine, Daniel Southan,
Mario Zadnik & me
Curtin UniversitySuzanne Ruder (Virginia Commonwealth)
Rick Moog (Franklin & Marshall)
Jennifer Lewis (South Florida)
Vicky Minderhout (Seattle)
Renee Cole (Central Missouri)
POGIL
Kieran Lim, Gayle Morris
Deakin University
ALIUS website at www.alius.edu.au