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!A0C0E0G0I0c00000000000000000!%),.:;?]}acdeghijklmnopDTimes New RomanlllVT0DComic Sans MSnlllVT0B DArialSans MSnlllVT0 C0.@  @@``  @n?" dd@  @@`` p%  )      [* +       )       G@Q?M7+15 ,0?R$S:ʪI؆'$R$0֦tQǯq5# lAA1?@f@8 g4@d@dV T0hppp@ <4BdBd8!0lHV<4!d!d8!0lHV 2 ʚ;ß.ʚ;<4dddd8#08g4HdHdV T0pQ pp0___PPT10 ___PPT9z/ 0^av ? %1aXINTEGRATION OF COGNITIVE AND AFFECTIVE LEARNING COMPONENTS IN AN ONLINE SCIENCE COURSE  YVHNaser Z. Alsharif, Pharm.D., Ph.D. & Kimberly A. Galt, Pharm.D., FASHP "I nIABSTRACT   Objectives: To document the effectiveness of an instructional model to teach clinically relevant medicinal chemistry. Methods: An instructional model that utilized Bloom s cognitive and Krathwohl s affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry course for second professional year doctor of pharmacy students (campus and web). Subjective and objective evaluation tools were developed to assess student learning and overall effectiveness of the instructional model. A temporal comparison of the student performance after introducing the instructional model was compared to previous student performance academic years. Quantitative and qualitative analyses were conducted to determine the results. Results: Student performance improved when compared to previous years. Students overall enthusiasm about the course, the course content and activities is evident. The students perceived value of medicinal chemistry to clinical practice is demonstrated. Implications: The explicit integration of the cognitive and affective learning objectives resulted in enhanced student ability to envision how they will apply the science of medical chemistry in practice. Testing this instructional model provides validation that the theoretical framework for this instructional model is effective for our campus and web-based students. Our instructional model also has a broad-based application to other science courses. fP W  INTRODUCTION Creighton University Doctor of Pharmacy program Factors impacting learning in science courses: General Education Course Specific New ACPE guidelines and the sciences Medicinal chemistry faculty and clinical relevance bP%PP%PP3PPPbab%bbZ b  b  mTable 1. Historical Literature Describing Integration of Clinical Relevance into Medicinal Chemistry Coursesnn& u METHODS UDevelop an instructional model: a standardized approach to each lesson plan Integrates clinical knowledge to meet specific ABO while retaining foundation knowledge. The theory of the model: optimal student ABO performance achieved if: affective learning objectives explicit and are incorporated concurrently with cognitive objectives.  PPPFPgPP b``b`-bg ` ``eMETHODSInstructional Model Template Six sections Introduction Pharmacophore Structure activity relationships (SARs) Applying SARs Summary of the most common clinical decisions Prediction of clinical activity4+PP+b`tMETHODS,This template moves the students thinking through a constructive process that lays a medicinal chemistry foundation of both generalized and specialized content knowledge. Students are transitioned based on clinical relevance of the content The design of the content presentation is mapped against Bloom s taxonomy of cognitive learning (table 2) and Krathwohl s taxonomy of affective learning (table 3).xPPPb"&2"&"bMETHODS(TEACHING/LEARNING STRATEGIES Learning objectives The lesson handout A lesson summary Integration exercise Food analogy A pre-class assessment quiz Interactive in-class PowerPoint Presentation and discussion SBTE case studies Sample examinations Voluntary recitation/on-line sessions dPPPbbbvMETHODS(tSubjective and objective evaluation tools were developed to assess student learning and overall effectiveness of the instructional model. A temporal comparison of the student performance after introducing the instructional model was compared to previous student performance academic years. Quantitative and qualitative analyses were conducted to determine the results. Nt " sbbgEVIDENCE OF STUDENT LEARNING(2Table 4. Student Learning (Fall 2004 vs.Fall 2005)33&rUEVIDENCE OF STUDENT LEARNING >Student willingness to participate was more evident and the quality of their questions and answers was high. A very positive attitude towards the learning process. (campus and web) Several students indicated that they are using the knowledge as pharmacy interns and to answer questions for family and friends. Several students emphasized how the knowledge gained in this course helped them to understand better the respective topics in pharmacology. Several students submitted case scenarios and two cases were utilized on exam II and exam IV. @ZNZZ6" biEVIDENCE OF STUDENT LEARNING$0Table 5. Summative Course Evaluation Fall 2005) "1P1fhEVIDENCE OF STUDENT LEARNING(1Table 6. Major Course Related Themes (Fall 2005) 22fjEVIDENCE OF STUDENT LEARNING$ Campus students appeared to emphasize more the enthusiasm shown by the instructor in teaching the course and the active learning that made the course more clinically relevant. Web students were more impressed with the course organization, delivery and the interactive nature of the course. The combined summative and narrative evaluation of the course do clearly indicate the students overall appreciated the course, what it had to offer and how it clearly promoted active learning and clinical relevance of the content.  P bkEVIDENCE OF STUDENT LEARNING0Table 7. Summative Evaluation on Lesson Handout "1P1flEVIDENCE OF STUDENT LEARNING$,Table 8. Summative Instructor Effectiveness "-P-fxZEVIDENCE OF STUDENT LEARNING$ *%""mEVIDENCE OF STUDENT LEARNING$1Table 9. Student Perception of Course Activities "2P2fnEVIDENCE OF STUDENT LEARNING$2Table 10. Student Perception of Course Activities "3P3foEVIDENCE OF STUDENT LEARNING@Table 11. Student Attitude Towards Medicinal Chemistry Learning "APAf|^)PRACTICALITY/WORKABILITY/ TRANSFERABILITY**)b$#$UCognitive and affective pedagogy are well documented in the literature. Lesson handout is a logical approach. Active learning strategies are well documented. Technology is widely available to complement course activities. Evaluation tools and analysis are straightforward, practical and can be easily developed to address different courses.0VPf7FaH CONCLUSIONS The instructional model provided the instructor, campus and web students involved with the most rewarding interactive and learning experience. Student overall attitude in class, outside class and at a distance has been the most positive ever. The explicit integration of the cognitive and affective learning objectives enhanced student ability to envision how they apply medicinal chemistry in practice. 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AACP Meeting presentations and abstracts.b @`  \ BȞ1? 0 S1990s- b @`p  \ BL1?0` Article by Roche  use of chemical knowledge in rational therapeutic decision.*NMbj @`  \ BH1? 0 P1985b @`  \ Bļ1?0` j Contribution,  bB @`  \ B(1? 0 `Year*bB @``B \ 0o ? `ZB \ s *1 ? `ZB \ s *1 ? `ZB \ s *1 ? `ZB \ s *1 ? `ZB \ s *1 ? % `% ZB \ s *1 ? , `, ZB  \ s *1 ? l`l`B !\ 0o ? ``B "\ 0o ?  ZB #\ s *1 ?00`B $\ 0o ?``H \ 0޽h ? s=ԞJ_xGמy 0 0(  x  c $@   x  c $@  H  0޽h ? s=ԞJ_xGמy___PPT10Y+D=' e= @B +` 0aN0 8(  8d 8 <1?``d 8 <1?`d 8 <1?`d 8 <1? 8 C xh+xaxa1 ?    8 C x@,xaxa1 ?pp  H 8 0޽h ? s=ԞJ_xGמ` 0aN0 (  d  <1?``d  <1?`d  <1?`d  <1?  C x:xaxa1 ? p     C x;xaxa1 ?  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ZB @ s *1 ?I I `B @ 0o ?  `B @ 0o ?p ZB @ s *1 ?p ZB @ s *1 ?@p@ `B @ 0o ?p ZB @ s *1 ?p@p`B @ 0o ?pp`B @ 0o ?@pp >@  xaxa1 ?0@  H @ 0޽h ? s=ԞJ_xGמ/# 0 P(   r  S P     S p@ <$ 0  H  0޽h ? s=ԞJ_xGמ!!___PPT10 ++dD ' = @B DV ' = @BA?%,( < +O%,( < +D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*m%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*mD' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*mD{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*m%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*mD' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*mD{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*6%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*6D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*6D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*6%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*6D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*6D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*&%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*&D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*&D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*&>%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*&>D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*&>+8+0+0 + 0  PHh(  Hx H c $-P   ]t P PH #"&[PPPP 0H B,1?h   L98 @` .H B?1?p h   L98 @` ,H B@@1?h p  AThe course prepared me to think like a health care professional. $B@" @` H BDQ1?  X99$  @` H BL1?p  L98 @`M H BtU1? p  } The course included opportunities for me to actively participate in my learning. $~|" @` H B o1?(h  L98 @` H Bx1?p (h  N 100 @`&  H Bz1?(p h  VThe course assessments (exams, quizzes, activities) are consistent with the syllabus. $WU" @`  H B1?( M100 @`  H B$1?p ( M100 @`  H B,1?p ( 4The course content is consistent with the syllabus. $53" @`  H BĨ1?P r&Webs (N= 60) Somewhat Agree-Agree (%)'' @`, H B1?p P *Campus (N=106) Somewhat Agree-Agreea (%)4+%   @` H B1?Pp  YEvaluation Item @`ZB H s *1 ?ZB H s *1 ?((ZB H s *1 ?h h `B H 0o ?`B H 0o ?PZB H s *1 ?p Pp ZB H s *1 ?P`B H 0o ?PZB H s *1 ?p PP`B H 0o ?Pp P`B H 0o ?PPZB -H s *1 ?   H  xaxa1 ?`  _ >H Z xaxa1 ?`  oaScale responses include: Do Not Agree = 1; Somewhat Disagree = 2; Neutral = 3; Somewhat Agree = 4; Agree = 5.0pP+o#jH H 0޽h ? s=ԞJ_xGמy___PPT10Y+D=' = @B + 0 ?D`(  Dx D c $   x D c $@  ( `z ?D #":. pP D Bl1?`z 5Stimulates professional development to a high degree.66b @` D B1?`  VHelped to establish a distinct connection between science and pharmaceutical practice.WWb @`* D B1?`   dHelpful in understanding the why s of drug action.33b @` D BD1?`   aChallenging but fair.b @` D B 1?`   kMade you think outside the box.  b @`  D B 1?`   q%Helped tie things from other courses.&&b @`  D B1?`  \Excellent class.b @`  D BL$1?` _Interactive course.b @` D Bh/1?` y-Notes well-structured and easy to understand...b @` D B01?` jWell organized and structured.b @`ZB D s *1 ?`ZB D s *1 ?`ZB D s *1 ?`ZB D s *1 ?`ZB D s *1 ?`  ZB  D s *1 ?`  ZB !D s *1 ?`  ZB "D s *1 ?`  ZB #D s *1 ?`  ZB $D s *1 ?``B &D 0o ?`zz`B )D 0o ?zZB -D s *1 ?`` `B 'D 0o ?```B .D 0o ?` `zH D 0޽h ? s=ԞJ_xGמy___PPT10Y+D=' = @B + 0aN0 $L(  Ld L <1?``d L <1?`d L <1?`d L <1? L C xhOxaxa1 ?0    L C xxaxa1 ?00<$ 0  H L 0޽h ? s=ԞJ_xGמ ___PPT10+? D' 1= @B DJ' = @BA?%,( < +O%,( < +D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*L%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*LD' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*LD{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*L$%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*L$D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*L$D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*L$ %(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*L$ D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*L$ +8+0+L0 + 0 } (>T(  Tx T c $ l    | @ >T #"." PPPP@  ,T Br1?@  P98b @` *T BL~1??   P88b @` (T B1??  SThe transition of content presentation in the handout encouraged critical thinking.TTb @` %T B1? @  Q100b @` #T B1??   P99b @` !T B1? ?  PLesson content helped in appreciating the clinical relevance of the information.QQb @` T B`1? @ P94b @` T B1??  P94b @` T B1? ?  :Lesson content helped in integrating previous information.;;b @` T B`1? @ P94b @` T B1??  P89b @`  T B1? ?  HThe lesson handout encouraged me to be more responsible for my learning.IIb @`  T B\1?0@  P92b @`  T BD1?? 0  P83b @`  T BH1?0?  hLesson handout is organized.b @`  T B1?&@0 Q100b @` T B1?? &0 P97b @` T B1?&? 0 jLesson handout aided learning.b @` T B1?@& p$Web (N= 52) Somewhat Agree-Agree (%)%% @`* T B&1?? & (Campus (N=87) Somewhat Agree-Agreea (%)4)#  @` T B/1?? & ZEvaluation Item  @`ZB T s *1 ?&@&ZB T s *1 ?0@0ZB T s *1 ? @ `B T 0o ?@`B T 0o ?ZB T s *1 ?? ? ZB T s *1 ?`B T 0o ?@@ZB T s *1 ?? `B T 0o ?? `B T 0o ?@ZB T s *1 ?@ZB "T s *1 ? @ ZB )T s *1 ? @  T  5xaxa1 ?  ^  T Z6xaxa1 ? naScale responses include: Do Not Agree = 1; Somewhat Disagree = 2; Neutral = 3; Somewhat Agree = 4; Agree = 5.0oPj nb iH T 0޽h ? s=ԞJ_xGמd" 0 " "00LX!(  Xx X c $`    `Y LX #"6* (P`Y CX BR1?   P98b @` AX BX[1?   P99b @` ?X B]1?`  hInterest in student success.b @` +B#style.visibility<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*+8+0+0 + 0 P$6\(  \x \ c $tP   x  - 6\ #"* ( -  \ B1?P- 4  P94b @`  \ B1? - P4  P85b @`F  \ BȠ1?- 4  The interactive in-class PowerPoint presentation was helpful to transition me to think critically and perform at a higher level.# @`  \ B$1?P4 - P94b @` \ B,1? 4 P- P92b @` \ B41?4 - x,In-class clinical applications were helpful.--# @` \ B1?P -  P94b @` \ B1? P-  P90b @` \ B1? -  SInteractive in class PowerPoint presentation was helpful to understand the content.TT# @` \ B1?P  P86b @` \ B1? P  P91b @`* \ B1?  dPre-assessment quiz made it easier to follow the interactive discussion session in class/on the web.ee# @` \ B1?PF P89b @` \ BX 1? FP P96b @` \ B`1?F  PPre-assessment quiz is a useful tool to become familiar with the lesson content.QQ# @` \ B@1?P F p$Web (N= 52) Somewhat Agree-Agree (%)%% @`* \ B$1? PF (Campus (N=87) Somewhat Agree-Agreea (%)4)#  @` \ BL71?  F YEvaluation Item @`ZB \ s *1 ?FFZB  \ s *1 ?ZB !\ s *1 ?  `B "\ 0o ?--`B #\ 0o ? -ZB $\ s *1 ?  -ZB %\ s *1 ?P P-`B &\ 0o ? -ZB '\ s *1 ? P `B (\ 0o ?  `B )\ 0o ?P  ZB *\ s *1 ?- - ZB ,\ s *1 ?4 4  /\  <xaxa1 ?  ^ 0\ Z=xaxa1 ?0 naScale responses include: Do Not Agree = 1; Somewhat Disagree = 2; Neutral = 3; Somewhat Agree = 4; Agree = 5.0oP+ n# iH \ 0޽h ? s=ԞJ_xGמy___PPT10Y+D=' = @B + 0 `$*`K(  `x ` c $R   Ax ` L *` #"*( `L ` B[1?'   P54b @` ` BLT1? '   P50b @`  ` Bhf1?`'  FThe use of the digital photography in the food analogy aided learning.GG# @` ` Bv1? L P46b @` ` B1? L P40b @`1  ` B1?` L k The food analogy helped me to perform better in this course.ll# @`  ` B̒1? '  P73b @`  ` B1? '  P70b @`!  ` B1?` '  [The food analogy was helpful to relate to the pharmacophore, SAR and clinical applications.\\# @`  ` B1?  Q100b @` ` B1?   P95b @` ` B1?`  y-The SBTE concept provided clinical relevance...# @` ` B(1?F P95b @` ` B01? F P95b @` ` B81?`F  6The SBTE concept was helpful to relate to the content.77# @` ` B1? F p$Web (N= 52) Somewhat Agree-Agree (%)%% @`* ` B<1? F (Campus (N=87) Somewhat Agree-Agreea (%)4)#  @` ` B1?`  F YEvaluation Item @`ZB ` s *1 ?`FFZB ` s *1 ?`ZB ` s *1 ?`  `B ` 0o ?`LL`B ` 0o ?` `LZB ` s *1 ?  LZB ` s *1 ? L`B ` 0o ? LZB ` s *1 ?  `B ` 0o ?`  `B  ` 0o ?  ZB !` s *1 ?`' ' ZB "` s *1 ?`   #`  $xaxa1 ?  ^ $` Zxaxa1 ?` naScale responses include: Do Not Agree = 1; Somewhat Disagree = 2; Neutral = 3; Somewhat Agree = 4; Agree = 5.0oPj nb iH ` 0޽h ? s=ԞJ_xGמy___PPT10Y+D=' = @B + 0 p$0d8(  dx d c $ ```   .x `  0d #"*( ` d B!1? E  Q100b @` d B,1? E  P98b @` d B@/1?` E  ;Med chem. Knowledge can improve patient health and outcome.<<b @` d B'1?E  P98b @` d BI1? E  P96b @`  d B:1?`E  T I will use this knowledge in therapeutics.UUb @`  d B[1?l   P94b @`  d Bd1? l   P96b @`  d Bf1?`l  NI attach more worth to medicinal chemistry knowledge after taking this course.OOb @`  d Bhw1?l  P83b @` d Bp1? l  P89b @` d Bx1?` l  @My attitude is more positive towards the course after taking it.AAb @` d B 1?F P25b @` d B(1? F P40b @` d B01?`F  ?I had a negative attitude towards this course before taking it.@@b @` d Bԧ1? F p$Web (N= 52) Somewhat Agree-Agree (%)%% @`* d BL1? F (Campus (N=87) Somewhat Agree-Agreea (%)4)#  @` d B1?`  F YEvaluation Item @`ZB d s *1 ?`FFZB d s *1 ?`ZB d s *1 ?`l l `B d 0o ?``B d 0o ?` `ZB d s *1 ?  ZB d s *1 ? `B d 0o ? ZB d s *1 ?  `B d 0o ?`  `B  d 0o ?  ZB !d s *1 ?`  ZB "d s *1 ?`E E  #d  xaxa1 ?0   ^ $d Z,xaxa1 ?0  naScale responses include: Do Not Agree = 1; Somewhat Disagree = 2; Neutral = 3; Somewhat Agree = 4; Agree = 5.0oPj nb iH d 0޽h ? s=ԞJ_xGמy___PPT10Y+D=' = @B +y 0 0(  x  c $ h   x  c $  H  0޽h ? s=ԞJ_xGמy___PPT10Y+D=' = @B + 0 V( 8|@W@ x  c $h``@     S h@<$ 0  H  0޽h ? s=ԞJ_xGמ___PPT10l++dD' = @B D' = @BA?%,( < +O%,( < +D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*2%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*2D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*2D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*2b%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*2bD' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*2bD{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*b%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*bD' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*b+8+0+0 +ze0 |(  |X | C ,    | S  @   .Specific student activities related to the six levels of Bloom s Taxonomy are clearly identified as they relate to the instructional model (table 2). Content knowledge is then presented, explanations provided to enhance student understanding, and application of the content knowledge to patient-centered decision making described using prediction of clinical activity in the clinical reasoning process.  `H | 0޽hx ? a(80___PPT10.t0 (  ^  S ,     c $- @   .Specific student activities related to the six levels of Bloom s Taxonomy are clearly identified as they relate to the instructional model (table 2). Content knowledge is then presented, explanations provided to enhance student understanding, and application of the content knowledge to patient-centered decision making described using prediction of clinical activity in the clinical reasoning process.  `H  0޽hx ? a(80___PPT10.r0:^ (avr5x}| S]%l*}>Z[ЦlP0c?paX@1[?( /0(  0;[0 0 000$([\{b00 000000000  0=] 0 0 0000 2 3 !A0C0E0G0I0c000000Oh+'0dU DP t   AACP SBTE Presentation 1997Microsoft CorporationCrayons,SPAHP - Creighton University Medical Center129Microsoft PowerPoint 4.0@}\-@@ @V#fᆼ@B|GSg  )'    """)))UUUMMMBBB999|PP3f333f3333f3ffffff3f̙3ff333f333333333f33333333f33f3ff3f3f3f3333f33̙33333f333333f3333f3ffffff3f33ff3f3f3f3fff3ffffffffff3ffff̙fff3fffff3fff333f3f3ff3ff33f̙̙3̙ff̙̙̙3f̙3f333f3333f3ffffff3f̙3f3f3f333f3333f3ffffff3f̙3f3ffffffffff!___www4'A x(xKʦ """)))UUUMMMBBB999|PP3f3333f333ff3fffff3f3f̙f3333f3333333333f3333333f3f33ff3f3f3f3333f3333333f3̙33333f333ff3ffffff3f33f3ff3f3f3ffff3fffffffff3fffffff3f̙ffff3ff333f3ff33fff33f3ff̙3f3f3333f333ff3fffff̙̙3̙f̙̙̙3f̙3f3f3333f333ff3fffff3f3f̙3ffffffffff!___wwwüümmmmmmzga>ggz=g>hzzzgg=>gmmmmmmmmmmmzzhgg>hzzzzzg=g=g=>g=g>gzzzzzzzgg>D=g=ݼzzzzh>g=gaggtzzzzzzzzzgg===g=sntszzzgggÓmzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz♼ozzzzzzzzzzzzzzÙotozzzzzzzzütotzzzzzzzzzzzzzzzzÙoonmzzzzzÙ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 EntrydO) 0@PicturesCurrent UserSummaryInformation(UG      !"#$%&'()*+/12456789:;DEFgHIJKLMNOPQRSTUVWXYZ[\]^_`abcdef3hijklmnopqrstuvwxyz|}~ PowerPoint Document(mDocumentSummaryInformation8`՜.+,D՜.+,    ,Letter Paper (8.5x11 in)m'd Times New RomanComic Sans MSArialCrayonsYINTEGRATION OF COGNITIVE AND AFFECTIVE LEARNING COMPONENTS IN AN ONLINE SCIENCE COURSE ABSTRACT INTRODUCTIONnTable 1. Historical Literature Describing Integration of Clinical Relevance into Medicinal Chemistry Courses METHODSMETHODSMETHODSMETHODSMETHODSEVIDENCE OF STUDENT LEARNINGEVIDENCE OF STUDENT LEARNINGEVIDENCE OF STUDENT LEARNINGEVIDENCE OF STUDENT LEARNINGEVIDENCE OF STUDENT LEARNINGEVIDENCE OF STUDENT LEARNINGEVIDENCE OF STUDENT LEARNINGEVIDENCE OF STUDENT LEARNINGEVIDENCE OF STUDENT LEARNINGEVIDENCE OF STUDENT LEARNINGEVIDENCE OF STUDENT LEARNING*PRACTICALITY/WORKABILITY/ TRANSFERABILITY CONCLUSIONS CONCLUSIONS  Fonts UsedDesign Template SlideC_{m+0SPAHP - Creighton University Medical CenterSPAHP - Creighton University Medical Center Titles 8@ _PID_HLINKSAH00 000000000  0=] 0 0 0000 2 3 !A0C0E0G0I0c00000000000000000!%),.:;?]}acdeghijklmnopDTimes New RomanLL]ԖT0ԖDComic Sans MSnLL]ԖT0ԖB DArialSans MSnLL]ԖT0Ԗ C0.@  @@``  @n?" dd@  @@`` p%  )      [* +       )       G@Q?M7+15 ,0?R$S:ʪI؆'$R$0֦tQǯq5# lAA1?@f@8 g4=d=dT0,ppp@ <4BdBd!0L]<4!d!d!0L] 2 ʚ;ß.ʚ;<4dddd#0g4HdHdtT0pQ pp0___PPT10 ___PPT9/ 0Zav? %~2aXINTEGRATION OF COGNITIVE AND AFFECTIVE LEARNING COMPONENTS IN AN ONLINE SCIENCE COURSE  YVHNaser Z. Alsharif, Pharm.D., Ph.D. & Kimberly A. Galt, Pharm.D., FASHP "I nIABSTRACT   Objectives: To document the effectiveness of an instructional model to teach clinically relevant medicinal chemistry. Methods: An instructional model that utilized Bloom s cognitive and Krathwohl s affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry course for second profes  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~sional year doctor of pharmacy students (campus and web). Subjective and objective evaluation tools were developed to assess student learning and overall effectiveness of the instructional model. A temporal comparison of the student performance after introducing the instructional model was compared to previous student performance academic years. Quantitative and qualitative analyses were conducted to determine the results. Results: Student performance improved when compared to previous years. Students overall enthusiasm about the course, the course content and activities is evident. 00000000000!%),.:;?]}acdeghijklmnopDTimes New RomanLLlVԖT0ԖDComic Sans MSnLLlVԖT0ԖB DArialSans MSnLLlVԖT0Ԗ C0.@  @@``  @n?" dd@  @@`` p%  )      [* +       )       G@Q?M7+15 ,0?R$S:ʪI؆'$R$0֦tQǯq5# lAA1?@f@8 g4@d@dVT0hppp@ <4BdBd!0LHV<4!d!d!0LHV 2 ʚ;ß.ʚ;<4dddd#0g4HdHdVT0pQ pp0___PPT10 ___PPT9z/ 0^av ? %1aXINTEGRATION OF COGNITIVE AND AFFECTIVE LEARNING COMPONENTS IN AN ONLINE SCIENCE COURSE  YVHNaser Z. Alsharif, Pharm.D., Ph.D. & Kimberly A. Galt, Pharm.D., FASHP "I nIABSTRACT   Objectives: To document the effectiveness of an instructional model to teach clinically relevant medicinal chemistry. Methods: An instructional model that utilized Bloom s cognitive and Krathwohl s affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry course for second professional year doctor of pharmacy students (campus and web). Subjective and objective evaluation tools were developed to assess student learning and overall effectiveness of the instructional model. A temporal comparison of the student performance after introducing the instructional model was compared to previous student performance academic years. Quantitative and qualitative analyses were conducted to determine the results. Results: Student performance improved when compared to previous years. Students overall enthusiasm about the course, the course content and activities is evident. The students perceived value of medicinal chemistry to clinical practice is demonstrated. Implications: The explicit integration of the cognitive and affective learning objectives resulted in enhanced student ability to envision how they will apply the science of medical chemistry in practice. Testing this instructional model provides validation that the theoretical framework for this instructional model is effective for our campus and web-based students. Our instructional model also has a broad-based application to other science courses. fP W  INTRODUCTION Creighton University Doctor of Pharmacy program Factors impacting learning in science courses: General Education Course Specific New ACPE guidelines and the sciences Medicinal chemistry faculty and clinical relevance bP%PP%PP3PPPbab%bbZ b  b  mTable 1. Historical Literature Describing Integration of Clinical Relevance into Medicinal Chemistry Coursesnn& u METHODS UDevelop an instructional model: a standardized approach to each lesson plan Integrates clinical knowledge to meet specific ABO while retaining foundation knowledge. The theory of the model: optimal student ABO performance achieved if: affective learning objectives explicit and are incorporated concurrently with cognitive objectives.  PPPFPgPP b``b`-bg ` ``eMETHODSInstructional Model Template Six sections Introduction Pharmacophore Structure activity relationships (SARs) Applying SARs Summary of the most common clinical decisions Prediction of clinical activity4+PP+b`tMETHODS,This template moves the students thinking through a constructive process that lays a medicinal chemistry foundation of both generalized and specialized content knowledge. Students are transitioned based on clinical relevance of the content The design of the content presentation is mapped against Bloom s taxonomy of cognitive learning (table 2) and Krathwohl s taxonomy of affective learning (table 3).xPPPb"&2"&"bMETHODS(TEACHING/LEARNING STRATEGIES Learning objectives The lesson handout A lesson summary Integration exercise Food analogy A pre-class assessment quiz Interactive in-class PowerPoint Presentation and discussion SBTE case studies Sample examinations Voluntary recitation/on-line sessions dPPPbbbvMETHODS(tSubjective and objective evaluation tools were developed to assess student learning and overall effectiveness of the instructional model. A temporal comparison of the student performance after introducing the instructional model was compared to previous student performance academic years. Quantitative and qualitative analyses were conducted to determine the results. Nt " sbbgEVIDENCE OF STUDENT LEARNING(2Table 4. Student Learning (Fall 2004 vs.Fall 2005)33&rUEVIDENCE OF STUDENT LEARNING >Student willingness to participate was more evident and the quality of their questions and answers was high. A very positive attitude towards the learning process. (campus and web) Several students indicated that they are using the knowledge as pharmacy interns and to answer questions for family and friends. Several students emphasized how the knowledge gained in this course helped them to understand better the respective topics in pharmacology. Several students submitted case scenarios and two cases were utilized on exam II and exam IV. @ZNZZ6" biEVIDENCE OF STUDENT LEARNING$0Table 5. Summative Course Evaluation Fall 2005) "1P1fhEVIDENCE OF STUDENT LEARNING(1Table 6. Major Course Related Themes (Fall 2005) 22fjEVIDENCE OF STUDENT LEARNING$ Campus students appeared to emphasize more the enthusiasm shown by the instructor in teaching the course and the active learning that made the course more clinically relevant. Web students were more impressed with the course organization, delivery and the interactive nature of the course. The combined summative and narrative evaluation of the course do clearly indicate the students overall appreciated the course, what it had to offer and how it clearly promoted active learning and clinical relevance of the content.  P bkEVIDENCE OF STUDENT LEARNING0Table 7. Summative Evaluation on Lesson Handout "1P1flEVIDENCE OF STUDENT LEARNING$,Table 8. Summative Instructor Effectiveness "-P-fxZEVIDENCE OF STUDENT LEARNING$ *%""mEVIDENCE OF STUDENT LEARNING$1Table 9. Student Perception of Course Activities "2P2fnEVIDENCE OF STUDENT LEARNING$2Table 10. Student Perception of Course Activities "3P3foEVIDENCE OF STUDENT LEARNING@Table 11. Student Attitude Towards Medicinal Chemistry Learning "APAf|^)PRACTICALITY/WORKABILITY/ TRANSFERABILITY**)b$#$UCognitive and affective pedagogy are well documented in the literature. Lesson handout is a logical approach. Active learning strategies are well documented. Technology is widely available to complement course activities. Evaluation tools and analysis are straightforward, practical and can be easily developed to address different courses.0VPf7FaH CONCLUSIONS The instructional model provided the instructor, campus and web students involved with the most rewarding interactive and learning experience. Student overall attitude in class, outside class and at a distance has been the most positive ever. The explicit integration of the cognitive and affective learning objectives enhanced student ability to envision how they apply medicinal chemistry in practice. Objective and subjective data validates that the theoretical framework for this instructional model is effective for our campus and web-based students. Our instructional model may have a broad-based application to other science courses. $bZ7Z/8Pr aX{H1@(   Ptable 2&Table_2_3_innov.docPtable 3&Table_2_3_innov.doc/0(  0;[0 0 000$([\{b The students perceived value of medicinal chemistry to clinical practice is demonstrated. Implications: The explicit integration of the cognitive and affective learning objectives resulted in enhanced student ability to envision how they will apply the science of medical chemistry in practice. Testing this instructional model provides validation that the theoretical framework for this instructional model is effective for our campus and web-based students. Our instructional model also has a broad-based application to other science courses. fP W  INTRODUCTION Creighton University Doctor of Pharmacy program Factors impacting learning in science courses: General Education Course Specific New ACPE guidelines and the sciences Medicinal chemistry faculty and clinical relevance bP%PP%PP3PPPbab%bbZ b  b  mTable 1. Historical Literature Describing Integration of Clinical Relevance into Medicinal Chemistry Coursesnn& u METHODS rDevelop an instructional model: a standardized approach to each lesson plan Integrates clinical knowledge to meet specific ability based outcomes (ABO) while retaining foundation knowledge. The theory of the model: optimal student ABO performance achieved if: affective learning objectives are explicit and are incorporated concurrently with cognitive objectives.  PPPFPkPP b``b`-bk ` ``eMETHODSInstructional Model Template Six sections Introduction Pharmacophore Structure activity relationships (SARs) Applying SARs Summary of the most common clinical decisions Prediction of clinical activity4+PP+b`tMETHODS,This template moves the students thinking through a constructive process that lays a medicinal chemistry foundation of both generalized and specialized content knowledge. Students are transitioned based on clinical relevance of the content The design of the content presentation is mapped against Bloom s taxonomy of cognitive learning (table 2) and Krathwohl s taxonomy of affective learning (table 3).xPPPb"&2"&" J0T[ J0bMETHODS(TEACHING/LEARNING STRATEGIES Learning objectives The lesson handout A lesson summary Integration exercise Food analogy A pre-class assessment quiz Interactive in-class PowerPoint Presentation and discussion SBTE case studies Sample examinations Voluntary recitation/on-line sessions PPPPbbbbvMETHODS(tSubjective and objective evaluation tools were developed to assess student learning and overall effectiveness of the instructional model. A temporal comparison of the student performance after introducing the instructional model was compared to previous student performance academic years. Quantitative and qualitative analyses were conducted to determine the results. Nt " sbbgEVIDENCE OF STUDENT LEARNING(2Table 4. Student Learning (Fall 2004 vs.Fall 2005)33&rUEVIDENCE OF STUDENT LEARNING >Student willingness to participate was more evident and the quality of their questions and answers was high. A very positive attitude towards the learning process. (campus and web) Several students indicated that they are using the knowledge as pharmacy interns and to answer questions for family and friends. Several students emphasized how the knowledge gained in this course helped them to understand better the respective topics in pharmacology. Several students submitted case scenarios and two cases were utilized on exam II and exam IV. @ZNZZ6" biEVIDENCE OF STUDENT LEARNING$0Table 5. Summative Course Evaluation Fall 2005) "1P1fhEVIDENCE OF STUDENT LEARNING(1Table 6. Major Course Related Themes (Fall 2005) 22fjEVIDENCE OF STUDENT LEARNING$ Campus students appeared to emphasize more the enthusiasm shown by the instructor in teaching the course and the active learning that made the course more clinically relevant. Web students were more impressed with the course organization, delivery and the interactive nature of the course. The combined summative and narrative evaluation of the course do clearly indicate the students overall appreciated the course, what it had to offer and how it clearly promoted active learning and clinical relevance of the content.  P bkEVIDENCE OF STUDENT LEARNING0Table 7. Summative Evaluation on Lesson Handout "1P1flEVIDENCE OF STUDENT LEARNING$,Table 8. Summative Instructor Effectiveness "-P-fxZEVIDENCE OF STUDENT LEARNING$ *%""mEVIDENCE OF STUDENT LEARNING$1Table 9. Student Perception of Course Activities "2P2fnEVIDENCE OF STUDENT LEARNING$2Table 10. Student Perception of Course Activities "3P3foEVIDENCE OF STUDENT LEARNING@Table 11. Student Attitude Towards Medicinal Chemistry Learning "APAf|^)PRACTICALITY/WORKABILITY/ TRANSFERABILITY**)b$#$UCognitive and affective pedagogy are well documented in the literature. Lesson handout is a logical approach. Active learning strategies are well documented. Technology is widely available to complement course activities. Evaluation tools and analysis are straightforward, practical and can be easily developed to address different courses.0VPf7FaH CONCLUSIONS The instructional model provided the instructor, campus and web students involved with the most rewarding interactive and learning experience. Student overall attitude in class, outside class and at a distance has been the most positive ever. The explicit integration of the cognitive and affective learning objectives enhanced student ability to envision how they apply medicinal chemistry in practice. Objective and subjective data validates that the theoretical framework for this instructional model is effective for our campus and web-based students. Our instructional model may have a broad-based application to other science courses. $bZ7Z/8Pm 0 $(  <-H r  S dq@   r  S +B#style.visibility<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*+8+0+0 +r0H x "ZXH1QA(   Ptable 2&Table_2_3_innov.docPtable 3&Table_2_3_innov.doc/0(  0;[0 0 000$([\{b00 000000000  0=] 0 0 0000 2 3 !A0C0E0G0I0c00000000000000000!%),.:;?]}acdeghijklmnTable_2_3_innov.docTable_2_3_innov.doc+http://pharmacyonline.creighton.edu/pha447opDTimes New RomanLL]ԖT0ԖDComic Sans MSnLL]ԖT0ԖB DArialSans MSnLL]ԖT0Ԗ C0.@  @@``  @n?" dd@  @@`` x(  )      [* +       )       G@Q?M7+15 ,01?R$S:ʪI؆'$R$0֦tQǯq5# lAA1?@f@8 g4=d=dT0,ppp@ <4BdBd!0L]<4!d!d!0L] 2 ʚ;ß.ʚ;<4dddd#0g4HdHdtT0pQ pp0___PPT10 ___PPT9/ 0Zav? %2aXINTEGRATION OF COGNITIVE AND AFFECTIVE LEARNING COMPONENTS IN AN ONLINE SCIENCE COURSE  YVHNaser Z. Alsharif, Pharm.D., Ph.D. & Kimberly A. Galt, Pharm.D., FASHP "I nIABSTRACT   Objectives: To document the effectiveness of an instructional model to teach clinically relevant medicinal chemistry. Methods: An instructional model that utilized Bloom s cognitive and Krathwohl s affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry course for second professional year doctor of pharmacy students (campus and web). Subjective and objective evaluation tools were developed to assess student learning and overall effectiveness of the instructional model. A temporal comparison of the student performance after introducing the instructional model was compared to previous student performance academic years. Quantitative and qualitative analyses were conducted to determine the results. Results: Student performance improved when compared to previous years. Students overall enthusiasm about the course, the course content and activities is evident. The students perceived value of medicinal chemistry to clinical practice is demonstrated. Implications: The explicit integration of the cognitive and affective learning objectives resulted in enhanced student ability to envision how they will apply the science of medical chemistry in practice. Testing this instructional model provides validation that the theoretical framework for this instructional model is effective for our campus and web-based students. Our instructional model also has a broad-based application to other science courses. fP W  INTRODUCTION Creighton University Doctor of Pharmacy program Factors impacting learning in science courses: General Education Course Specific New ACPE guidelines and the sciences Medicinal chemistry faculty and clinical relevance bP%PP%PP3PPPbab%bbZ b  b  mTable 1. Historical Literature Describing Integration of Clinical Relevance into Medicinal Chemistry Coursesnn& u METHODS rDevelop an instructional model: a standardized approach to each lesson plan Integrates clinical knowledge to meet specific ability based outcomes (ABO) while retaining foundation knowledge. The theory of the model: optimal student ABO performance achieved if: affective learning objectives are explicit and are incorporated concurrently with cognitive objectives.  PPPFPkPP b``b`-bk ` ``eMETHODSInstructional Model Template Six sections Introduction Pharmacophore Structure activity relationships (SARs) Applying SARs Summary of the most common clinical decisions Prediction of clinical activity4+PP+b`tMETHODS,This template moves the students thinking through a constructive process that lays a medicinal chemistry foundation of both generalized and specialized content knowledge. Students are transitioned based on clinical relevance of the content The design of the content presentation is mapped against Bloom s taxonomy of cognitive learning (table 2) and Krathwohl s taxonomy of affective learning (table 3).xPPPb"&2"&" J0T[ J0bMETHODS(TEACHING/LEARNING STRATEGIES Learning objectives The lesson handout A lesson summary Integration exercise Food analogy A pre-class assessment quiz Interactive in-class PowerPoint Presentation and discussion SBTE case studies Sample examinations Voluntary recitation/on-line sessions PPPPbbbbvMETHODS(tSubjective and objective evaluation tools were developed to assess student learning and overall effectiveness of the instructional model. A temporal comparison of the student performance after introducing the instructional model was compared to previous student performance academic years. Quantitative and qualitative analyses were conducted to determine the results. Nt " sbbgEVIDENCE OF STUDENT LEARNING(2Table 4. Student Learning (Fall 2004 vs.Fall 2005)33&rUEVIDENCE OF STUDENT LEARNING >Student willingness to participate was more evident and the quality of their questions and answers was high. A very positive attitude towards the learning process. (campus and web) Several students indicated that they are using the knowledge as pharmacy interns and to answer questions for family and friends. Several students emphasized how the knowledge gained in this course helped them to understand better the respective topics in pharmacology. Several students submitted case scenarios and two cases were utilized on exam II and exam IV. @ZNZZ6" biEVIDENCE OF STUDENT LEARNING$0Table 5. Summative Course Evaluation Fall 2005) "1P1fhEVIDENCE OF STUDENT LEARNING(1Table 6. Major Course Related Themes (Fall 2005) 22fjEVIDENCE OF STUDENT LEARNING$ Campus students appeared to emphasize more the enthusiasm shown by the instructor in teaching the course and the active learning that made the course more clinically relevant. Web students were more impressed with the course organization, delivery and the interactive nature of the course. The combined summative and narrative evaluation of the course do clearly indicate the students overall appreciated the course, what it had to offer and how it clearly promoted active learning and clinical relevance of the content.  P bkEVIDENCE OF STUDENT LEARNING0Table 7. Summative Evaluation on Lesson Handout "1P1flEVIDENCE OF STUDENT LEARNING$,Table 8. Summative Instructor Effectiveness "-P-fxZEVIDENCE OF STUDENT LEARNING$ *%""mEVIDENCE OF STUDENT LEARNING$1Table 9. Student Perception of Course Activities "2P2fnEVIDENCE OF STUDENT LEARNING$1Table 9. Student Perception of Course Activities "2P2foEVIDENCE OF STUDENT LEARNING@Table 10. Student Attitude Towards Medicinal Chemistry Learning "APAf|^)PRACTICALITY/WORKABILITY/ TRANSFERABILITY**)b$#$`Cognitive and affective pedagogy are well documented in the literature. Lesson handout is a logical approach. Active learning strategies are well documented and tested. Technology is widely available to complement course activities. Evaluation tools and analysis are straightforward, practical and can be easily developed to address different courses.0aPfBFaH CONCLUSIONS The instructional model provided the instructor, campus and web students involved with the most rewarding interactive and learning experience. Student overall attitude in class, outside class and at a distance has been the most positive ever. The explicit integration of the cognitive and affective learning objectives enhanced student ability to envision how they apply medicinal chemistry in practice. w CONCLUSIONS Objective and subjective data validates that the theoretical framework for this instructional model is effective for our campus and web-based students. Our instructional model may have a broad-based application to other science courses. /8P 0 `$*`K(  `x ` c $r    Ax ` L *` #"*( `L ` BX| 1?'   P54b @` ` Bt 1? '   P50b @`  ` B, 1?`'  FThe use of the digital photography in the food analogy aided learning.GG# @` ` B 1? L P46b @` ` Bp 1? L P40b @`1  ` Bx 1?` L k The food analogy helped me to perform better in this course.ll# @`  ` B 1? '  P73b @`  ` B| 1? '  P70b @`!  ` B\ 1?` '  [The food analogy was helpful to relate to the pharmacophore, SAR and clinical applications.\\# @`  ` Bd 1?  Q100b @` ` Bl 1?   P95b @` ` Bt 1?`  y-The SBTE concept provided clinical relevance...# @` ` B 1?F P95b @` ` B 1? F P95b @` ` B 1?`F  6The SBTE concept was helpful to relate to the content.77# @` ` BL 1? F p$Web (N= 52) Somewhat Agree-Agree (%)%% @`* ` B 1? F (Campus (N=87) Somewhat Agree-Agreea (%)4)#  @` ` B 1?`  F YEvaluation Item @`ZB ` s *1 ?`FFZB ` s *1 ?`ZB ` s *1 ?`  `B ` 0o ?`LL`B ` 0o ?` `LZB ` s *1 ?  LZB ` s *1 ? L`B ` 0o ? LZB ` s *1 ?  `B ` 0o ?`  `B  ` 0o ?  ZB !` s *1 ?`' ' ZB "` s *1 ?`   #`  ! xaxa1 ?   ^ $` Z" xaxa1 ?` naScale responses include: Do Not Agree = 1; Somewhat Disagree = 2; Neutral = 3; Somewhat Agree = 4; Agree = 5.0oPj nb iH ` 0޽h ? s=ԞJ_xGמy___PPT10Y+D=' = @B + 0 p$0d8(  dx d c $D ```   .x `  0d #"*( ` d BDC 1? E  Q100b @` d BK 1? E  P98b @` d BM 1?` E  ;Med chem. Knowledge can improve patient health and outcome.<<b @` d Bt^ 1?E  P98b @` d Bg 1? E  P96b @`  d Bi 1?`E  T I will use this knowledge in therapeutics.UUb @`  d Bb 1?l   P94b @`  d B 1? l   P96b @`  d B 1?`l  NI attach more worth to medicinal chemistry knowledge after taking this course.OOb @`  d B 1?l  P83b @` d B4 1? l  P89b @` d B 1?` l  @My attitude is more positive towards the course after taking it.AAb @` d B` 1?F P25b @` d B 1? F P40b @` d B 1?`F  ?I had a negative attitude towards this course before taking it.@@b @` d B` 1? F p$Web (N= 52) Somewhat Agree-Agree (%)%% @`* d B 1? F (Campus (N=87) Somewhat Agree-Agreea (%)4)#  @` d B@ 1?`  F YEvaluation Item @`ZB d s *1 ?`FFZB d s *1 ?`ZB d s *1 ?`l l `B d 0o ?``B d 0o ?` `ZB d s *1 ?  ZB d s *1 ? `B d 0o ? ZB d s *1 ?  `B d 0o ?`  `B  d 0o ?  ZB !d s *1 ?`  ZB "d s *1 ?`E E  #d   xaxa1 ?0    ^ $d ZP xaxa1 ?0  naScale responses include: Do Not Agree = 1; Somewhat Disagree = 2; Neutral = 3; Somewhat Agree = 4; Agree = 5.0oPj nb iH d 0޽h ? s=ԞJ_xGמy___PPT10Y+D=' = @B +y 0 0(  x  c $$  H   x  c $ P`   H  0޽h ? s=ԞJ_xGמy___PPT10Y+D=' = @B +) 0 V( 8|@W@ x  c $ ``@     S  <$ 0   H  0޽h ? s=ԞJ_xGמ ___PPT10++dD'  = @B DJ' = @BA?%,( < +O%,( < +D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*+8+0+0 +  0 b(  ~  s *Xt``@  t   c $p<$ 0 t H  0޽h ? s=ԞJ_xGמ  ___PPT10` ++dD ' t= @B D ' = @BA?%,( < +O%,( < +D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*+8+0+0 +r,a| lC0HX<1QA(   Ptable 2&Table_2_3_innov.docPtable 3&Table_2_3_innov.doc/0(  0;[0 0 000$([\{b00 000000000  0=] 0 0 0000 2 3 !A0C0E0G0I0c00000000000000000!%),.:;?]}acdeghijklmnopDTimes New RomanLL]ԖT0ԖDComic Sans MSnLL]ԖT0ԖB DArialSans MSnLL]ԖT0Ԗ C0.@  @@``  @n?" dd@  @@`` x(  )      [* +       )       G@Q?M7+15 ,01?R$S:ʪI؆'$R$0֦tQǯq5# lAA1?@f@8 g4=d=dT0,ppp@ <4BdBd!0L]<4!d!d!0L] 2 ʚ;ß.ʚ;<4dddd#0g4HdHdtT0pQ pp0___PPT10 ___PPT9/ 0Zav? %2aXINTEGRATION OF COGNITIVE AND AFFECTIVE LEARNING COMPONENTS IN AN ONLINE SCIENCE COURSE  YVHNaser Z. Alsharif, Pharm.D., Ph.D. & Kimberly A. Galt, Pharm.D., FASHP "I nIABSTRACT   Objectives: To document the effectiveness of an instructional model to teach clinically relevant medicinal chemistry. Methods: An instructional model that utilized Bloom s cognitive and Krathwohl s affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry course for second professional year doctor of pharmacy students (campus and web). Subjective and objective evaluation tools were developed to assess student learning and overall effectiveness of the instructional model. A temporal comparison of the student performance after introducing the instructional model was compared to previous student performance academic years. Quantitative and qualitative analyses were conducted to determine the results. Results: Student performance improved when compared to previous years. Students overall enthusiasm about the course, the course content and activities is evident. The students perceived value of medicinal chemistry to clinical practice is demonstrated. Implications: The explicit integration of the cognitive and affective learning objectives resulted in enhanced student ability to envision how they will apply the science of medical chemistry in practice. Testing this instructional model provides validation that the theoretical framework for this instructional model is effective for our campus and web-based students. Our instructional model also has a broad-based application to other science courses. fP W  INTRODUCTION Creighton University Doctor of Pharmacy program Factors impacting learning in science courses: General Education Course Specific New ACPE guidelines and the sciences Medicinal chemistry faculty and clinical relevance bP%PP%PP3PPPbab%bbZ b  b  mTable 1. Historical Literature Describing Integration of Clinical Relevance into Medicinal Chemistry Coursesnn& u METHODS rDevelop an instructional model: a standardized approach to each lesson plan Integrates clinical knowledge to meet specific ability based outcomes (ABO) while retaining foundation knowledge. The theory of the model: optimal student ABO performance achieved if: affective learning objectives are explicit and are incorporated concurrently with cognitive objectives.  PPPFPkPP b``b`-bk ` ``eMETHODSInstructional Model Template Six sections Introduction Pharmacophore Structure activity relationships (SARs) Applying SARs Summary of the most common clinical decisions Prediction of clinical activity4+PP+b`tMETHODS,This template moves the students thinking through a constructive process that lays a medicinal chemistry foundation of both generalized and specialized content knowledge. Students are transitioned based on clinical relevance of the content The design of the content presentation is mapped against Bloom s taxonomy of cognitive learning (table 2) and Krathwohl s taxonomy of affective learning (table 3).xPPPb"&2"&" J0T[ J0bMETHODS(TEACHING/LEARNING STRATEGIES Learning objectives The lesson handout A lesson summary Integration exercise Food analogy A pre-class assessment quiz Interactive in-class PowerPoint Presentation and discussion SBTE case studies Sample examinations Voluntary recitation/on-line sessions PPPPbbbbvMETHODS(tSubjective and objective evaluation tools were developed to assess student learning and overall effectiveness of the instructional model. A temporal comparison of the student performance after introducing the instructional model was compared to previous student performance academic years. Quantitative and qualitative analyses were conducted to determine the results. Nt " sbbgEVIDENCE OF STUDENT LEARNING(2Table 4. Student Learning (Fall 2004 vs.Fall 2005)33&rUEVIDENCE OF STUDENT LEARNING >Student willingness to participate was more evident and the quality of their questions and answers was high. A very positive attitude towards the learning process. (campus and web) Several students indicated that they are using the knowledge as pharmacy interns and to answer questions for family and friends. Several students emphasized how the knowledge gained in this course helped them to understand better the respective topics in pharmacology. Several students submitted case scenarios and two cases were utilized on exam II and exam IV. @ZNZZ6" biEVIDENCE OF STUDENT LEARNING$0Table 5. Summative Course Evaluation Fall 2005) "1P1fhEVIDENCE OF STUDENT LEARNING(1Table 6. Major Course Related Themes (Fall 2005) 22fjEVIDENCE OF STUDENT LEARNING$ Campus students appeared to emphasize more the enthusiasm shown by the instructor in teaching the course and the active learning that made the course more clinically relevant. Web students were more impressed with the course organization, delivery and the interactive nature of the course. The combined summative and narrative evaluation of the course do clearly indicate the students overall appreciated the course, what it had to offer and how it clearly promoted active learning and clinical relevance of the content.  P bkEVIDENCE OF STUDENT LEARNING0Table 7. Summative Evaluation on Lesson Handout "1P1flEVIDENCE OF STUDENT LEARNING$,Table 8. Summative Instructor Effectiveness "-P-fxZEVIDENCE OF STUDENT LEARNING$ *%""mEVIDENCE OF STUDENT LEARNING$1Table 9. Student Perception of Course Activities "2P2fnEVIDENCE OF STUDENT LEARNING$1Table 9. Student Perception of Course Activities "2P2foEVIDENCE OF STUDENT LEARNING@Table 10. Student Attitude Towards Medicinal Chemistry Learning "APAf|^)PRACTICALITY/WORKABILITY/ TRANSFERABILITY**)b$#$`Cognitive and affective pedagogy are well documented in the literature. Lesson handout is a logical approach. Active learning strategies are well documented and tested. Technology is widely available to complement course activities. Evaluation tools and analysis are straightforward, practical and can be easily developed to address different courses.0aPfBFaH CONCLUSIONS The instructional model provided the instructor, campus and web students involved with the most rewarding interactive and learning experience. Student overall attitude in class, outside class and at a distance has been the most positive ever. The explicit integration of the cognitive and affective learning objectives enhanced student ability to envision how they apply medicinal chemistry in practice. w CONCLUSIONS Objective and subjective data validates that the theoretical framework for this instructional model is effective for our campus and web-based students. Our instructional model may have a broad-based application to other science courses. /8P) 0 V( 8|@W@ x  c $ -     S  pp<$ 0   H  0޽h ? s=ԞJ_xGמ ___PPT10++dD'  = @B DJ' = @BA?%,( < +O%,( < +D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*+8+0+0 +        !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmno0 b(  ~  s *Xt``@  t   c $p<$ 0 t H  0޽h ? s=ԞJ_xGמ  ___PPT10` ++dD ' t= @B D ' = @BA?%,( < +O%,( < +D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<*+8+0+0 +rU=a~ߏwX1=1QB(  l Ptable 2&Table_2_3_innov.docPtable 3&Table_2_3_innov.doc8TEACHING/LEARNING STRATEGIESThttp://pharmacyonline.creighton.edu/pha447/0(  0;[0 0 000$([\{b00 000000000  0=] 0 0 0000 2 3 !A0C0E0G0I0c00000000000000000!%),.:;?]}acdeghijklmnopDTimes New RomanLL]ԖT0ԖDComic Sans MSnLL]ԖT0ԖB DArialSans MSnLL]ԖT0Ԗ C0.@  @@``  @n?" dd@  @@`` x(  )      [* +       )       G@Q?M7+15 ,01?R$S:ʪI؆'$R$0֦tQǯq5# lAA1?@f@8& g4=d=dT0,"ppp@ <4BdBd!0L]<4!d!d!0L] 2 ʚ;ß.ʚ;<4dddd#0g4HdHdtT0pQ pp40___PPT10 ___PPT9/ 0Zav? %3aXINTEGRATION OF COGNITIVE AND AFFECTIVE LEARNING COMPONENTS IN AN ONLINE SCIENCE COURSE  YVHNaser Z. Alsharif, Pharm.D., Ph.D. & Kimberly A. Galt, Pharm.D., FASHP "I nIABSTRACT   Objectives: To document the effectiveness of an instructional model to teach clinically relevant medicinal chemistry. Methods: An instructional model that utilized Bloom s cognitive and Krathwohl s affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry course for second professional year doctor of pharmacy students (campus and web). Subjective and objective evaluation tools were developed to assess student learning and overall effectiveness of the instructional model. A temporal comparison of the student performance after introducing the instructional model was compared to previous student performance academic years. Quantitative and qualitative analyses were conducted to determine the results. Results: Student performance improved when compared to previous years. Students overall enthusiasm about the course, the course content and activities is evident. The students perceived value of medicinal chemistry to clinical practice is demonstrated. Implications: The explicit integration of the cognitive and affective learning objectives resulted in enhanced student ability to envision how they will apply the science of medical chemistry in practice. Testing this instructional model provides validation that the theoretical framework for this instructional model is effective for our campus and web-based students. Our instructional model also has a broad-based application to other science courses. fP W  INTRODUCTION Creighton University Doctor of Pharmacy program Factors impacting learning in science courses: General Education Course Specific New ACPE guidelines and the sciences Medicinal chemistry faculty and clinical relevance bP%PP%PP3PPPbab%bbZ b  b  mTable 1. Historical Literature Describing Integration of Clinical Relevance into Medicinal Chemistry Coursesnn& u METHODS rDevelop an instructional model: a standardized approach to each lesson plan Integrates clinical knowledge to meet specific ability based outcomes (ABO) while retaining foundation knowledge. The theory of the model: optimal student ABO performance achieved if: affective learning objectives are explicit and are incorporated concurrently with cognitive objectives.  PPPFPkPP b``b`-bk ` ``eMETHODSInstructional Model Template Six sections Introduction Pharmacophore Structure activity relationships (SARs) Applying SARs Summary of the most common clinical decisions Prediction of clinical activity4+PP+b`tMETHODS,This template moves the students thinking through a constructive process that lays a medicinal chemistry foundation of both generalized and specialized content knowledge. Students are transitioned based on clinical relevance of the content The design of the content presentation is mapped against Bloom s taxonomy of cognitive learning (table 2) and Krathwohl s taxonomy of affective learning (table 3).xPPPb"&2"&" J0T[ J0bMETHODS(TEACHING/LEARNING STRATEGIES Learning objectives The lesson handout A lesson summary Integration exercise Food analogy A pre-class assessment quiz Interactive in-class PowerPoint Presentation and discussion SBTE case studies Sample examinations Voluntary recitation/on-line sessions PPPPbbbbJ0vMETHODS(tSubjective and objective evaluation tools were developed to assess student learning and overall effectiveness of the instructional model. A temporal comparison of the student performance after introducing the instructional model was compared to previous student performance academic years. Quantitative and qualitative analyses were conducted to determine the results. Nt " sbbgEVIDENCE OF STUDENT LEARNING(2Table 4. Student Learning (Fall 2004 vs.Fall 2005)33&rUEVIDENCE OF STUDENT LEARNING >Student willingness to participate was more evident and the quality of their questions and answers was high. A very positive attitude towards the learning process. (campus and web) Several students indicated that they are using the knowledge as pharmacy interns and to answer questions for family and friends. Several students emphasized how the knowledge gained in this course helped them to understand better the respective topics in pharmacology. Several students submitted case scenarios and two cases were utilized on exam II and exam IV. @ZNZZ6" biEVIDENCE OF STUDENT LEARNING$0Table 5. Summative Course Evaluation Fall 2005) "1P1fhEVIDENCE OF STUDENT LEARNING(1Table 6. Major Course Related Themes (Fall 2005) 22fjEVIDENCE OF STUDENT LEARNING$ Campus students appeared to emphasize more the enthusiasm shown by the instructor in teaching the course and the active learning that made the course more clinically relevant. Web students were more impressed with the course organization, delivery and the interactive nature of the course. The combined summative and narrative evaluation of the course do clearly indicate the students overall appreciated the course, what it had to offer and how it clearly promoted active learning and clinical relevance of the content.  P bkEVIDENCE OF STUDENT LEARNING0Table 7. Summative Evaluation on Lesson Handout "1P1flEVIDENCE OF STUDENT LEARNING$,Table 8. Summative Instructor Effectiveness "-P-fxZEVIDENCE OF STUDENT LEARNING$ *%""mEVIDENCE OF STUDENT LEARNING$1Table 9. Student Perception of Course Activities "2P2fnEVIDENCE OF STUDENT LEARNING$1Table 9. Student Perception of Course Activities "2P2foEVIDENCE OF STUDENT LEARNING@Table 10. Student Attitude Towards Medicinal Chemistry Learning "APAf|^)PRACTICALITY/WORKABILITY/ TRANSFERABILITY**)b$#$`Cognitive and affective pedagogy are well documented in the literature. Lesson handout is a logical approach. Active learning strategies are well documented and tested. Technology is widely available to complement course activities. Evaluation tools and analysis are straightforward, practical and can be easily developed to address different courses.0aPfBFaH CONCLUSIONS The instructional model provided the instructor, campus and web students involved with the most rewarding interactive and learning experience. Student overall attitude in class, outside class and at a distance has been the most positive ever. The explicit integration of the cognitive and affective learning objectives enhanced student ability to envision how they apply medicinal chemistry in practice. w CONCLUSIONS Objective and subjective data validates that the theoretical framework for this instructional model is effective for our campus and web-based students. Our instructional model may have a broad-based application to other science courses. /8P} 0aN0 $(  $d $ <1?``d $ <1?`d $ <1?` $ C xixaxa1 ?P@    $ C xhjxaxa1 ?pP0   H $ 0޽h ? s=ԞJ_xGמy___PPT10Y+D=' = @B +rݜ6bX1QB(  l Ptable 2&Table_2_3_innov.docPtable 3&Table_2_3_innov.doc8TEACHING/LEARNING STRATEGIESThttp://pharmacyonline.creighton.edu/pha447/0(  0;[0 0 000$([\{b00 000000000  0=] 0 0 0000 2 3 !A0C0E0G0I0c00000000000000000!%),.:;?]}acdeghijklmnopDTimes New RomanLL]ԖT0ԖDComic Sans MSnLL]ԖT0ԖB DArialSans MSnLL]ԖT0Ԗ C0.@  @@``  @n?" dd@  @@`` x(  )      [* +       )       G@Q?M7+15 ,01?R$S:ʪI؆'$R$0֦tQǯq5# lAA1?@f@8& g4=d=dT0,ppp@ <4BdBd!0L]<4!d!d!0L] 2 ʚ;ß.ʚ;<4dddd#0g4HdHdtT0pQ pp40___PPT10 ___PPT9/ 0Zav? %3aXINTEGRATION OF COGNITIVE AND AFFECTIVE LEARNING COMPONENTS IN AN ONLINE SCIENCE COURSE  YVHNaser Z. Alsharif, Pharm.D., Ph.D. & Kimberly A. Galt, Pharm.D., FASHP "I nIABSTRACT   Objectives: To document the effectiveness of an instructional model to teach clinically relevant medicinal chemistry. Methods: An instructional model that utilized Bloom s cognitive and Krathwohl s affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry course for second professional year doctor of pharmacy students (campus and web). Subjective and objective evaluation tools were developed to assess student learning and overall effectiveness of the instructional model. A temporal comparison of the student performance after introducing the instructional model was compared to previous student performance academic years. Quantitative and qualitative analyses were conducted to determine the results. Results: Student performance improved when compared to previous years. Students overall enthusiasm about the course, the course content and activities is evident. The students perceived value of medicinal chemistry to clinical practice is demonstrated. Implications: The explicit integration of the cognitive and affective learning objectives resulted in enhanced student ability to envision how they will apply the science of medical chemistry in practice. Testing this instructional model provides validation that the theoretical framework for this instructional model is effective for our campus and web-based students. Our instructional model also has a broad-based application to other science courses. fP W  INTRODUCTION Creighton University Doctor of Pharmacy program Factors impacting learning in science courses: General Education Course Specific New ACPE guidelines and the sciences Medicinal chemistry faculty and clinical relevance bP%PP%PP3PPPbab%bbZ b  b  mTable 1. Historical Literature Describing Integration of Clinical Relevance into Medicinal Chemistry Coursesnn& u METHODS rDevelop an instructional model: a standardized approach to each lesson plan Integrates clinical knowledge to meet specific ability based outcomes (ABO) while retaining foundation knowledge. The theory of the model: optimal student ABO performance achieved if: affective learning objectives are explicit and are incorporated concurrently with cognitive objectives.  PPPFPkPP b``b`-bk ` ``eMETHODSInstructional Model Template Six sections Introduction Pharmacophore Structure activity relationships (SARs) Applying SARs Summary of the most common clinical decisions Prediction of clinical activity4+PP+b`tMETHODS,This template moves the students thinking through a constructive process that lays a medicinal chemistry foundation of both generalized and specialized content knowledge. Students are transitioned based on clinical relevance of the content The design of the content presentation is mapped against Bloom s taxonomy of cognitive learning (table 2) and Krathwohl s taxonomy of affective learning (table 3).xPPPb"&2"&" J0T[ J0bMETHODS(TEACHING/LEARNING STRATEGIES Learning objectives The lesson handout A lesson summary Integration exercise Food analogy A pre-class assessment quiz Interactive in-class PowerPoint Presentation and discussion SBTE case studies Sample examinations Voluntary recitation/on-line sessions PPPPbbbbJ0vMETHODS(tSubjective and objective evaluation tools were developed to assess student learning and overall effectiveness of the instructional model. A temporal comparison of the student performance after introducing the instructional model was compared to previous student performance academic years. Quantitative and qualitative analyses were conducted to determine the results. Nt " sbbgEVIDENCE OF STUDENT LEARNING(2Table 4. Student Learning (Fall 2004 vs.Fall 2005)33&rUEVIDENCE OF STUDENT LEARNING >Student willingness to participate was more evident and the quality of their questions and answers was high. A very positive attitude towards the learning process. (campus and web) Several students indicated that they are using the knowledge as pharmacy interns and to answer questions for family and friends. Several students emphasized how the knowledge gained in this course helped them to understand better the respective topics in pharmacology. Several students submitted case scenarios and two cases were utilized on exam II and exam IV. @ZNZZ6" biEVIDENCE OF STUDENT LEARNING$0Table 5. Summative Course Evaluation Fall 2005) "1P1fhEVIDENCE OF STUDENT LEARNING(1Table 6. Major Course Related Themes (Fall 2005) 22fjEVIDENCE OF STUDENT LEARNING$ Campus students appeared to emphasize more the enthusiasm shown by the instructor in teaching the course and the active learning that made the course more clinically relevant. Web students were more impressed with the course organization, delivery and the interactive nature of the course. The combined summative and narrative evaluation of the course do clearly indicate the students overall appreciated the course, what it had to offer and how it clearly promoted active learning and clinical relevance of the content.  P bkEVIDENCE OF STUDENT LEARNING0Table 7. Summative Evaluation on Lesson Handout "1P1flEVIDENCE OF STUDENT LEARNING$,Table 8. Summative Instructor Effectiveness "-P-fxZEVIDENCE OF STUDENT LEARNING$ *%""mEVIDENCE OF STUDENT LEARNING$1Table 9. Student Perception of Course Activities "2P2fnEVIDENCE OF STUDENT LEARNING$1Table 9. Student Perception of Course Activities "2P2foEVIDENCE OF STUDENT LEARNING@Table 10. Student Attitude Towards Medicinal Chemistry Learning "APAf|^)PRACTICALITY/WORKABILITY/ TRANSFERABILITY**)b$#$`Cognitive and affective pedagogy are well documented in the literature. Lesson handout is a logical approach. Active learning strategies are well documented and tested. Technology is widely available to complement course activities. Evaluation tools and analysis are straightforward, practical and can be easily developed to address different courses.0aPfBFaH CONCLUSIONS The instructional model provided the instructor, campus and web students involved with the most rewarding interactive and learning experience. Student overall attitude in class, outside class and at a distance has been the most positive ever. The explicit integration of the cognitive and affective learning objectives enhanced student ability to envision how they apply medicinal chemistry in practice. w CONCLUSIONS Objective and subjective data validates that the theoretical framework for this instructional model is effective for our campus and web-based students. Our instructional model may have a broad-based application to other science courses. /8PrgXP&1oB(  l Ptable 2&Table_2_3_innov.docPtable 3&Table_2_3_innov.doc8TEACHING/LEARNING STRATEGIESThttp://pharmacyonline.creighton.edu/pha447/0(  0;[0 0 000$([\{b00 000000000  0=] 0 0 0000 2 3 !A0C0E0G0I0c00000000000000000!%),.:;?]}acdeghijklmnopDTimes New RomanLLwԖT0ԖDComic Sans MSnLLwԖT0ԖB DArialSans MSnLLwԖT0Ԗ C0.@  @@``  @n?" dd@  @@`` x(  )      [* +       )       G@Q?M7+15 ,01?R$S:ʪI؆'$R$0֦tQǯq5# lAA1?@f@8& g4=d=dT0,ppp@ <4BdBd!0Lhw<4!d!d!0Lhw 2 ʚ;ß.ʚ;<4dddd#0g4HdHddT0pQ pp40___PPT10 ___PPT9/ 0Zav? %3aXINTEGRATION OF COGNITIVE AND AFFECTIVE LEARNING COMPONENTS IN AN ONLINE SCIENCE COURSE  YVHNaser Z. Alsharif, Pharm.D., Ph.D. & Kimberly A. Galt, Pharm.D., FASHP "I nIABSTRACT   Objectives: To document the effectiveness of an instructional model to teach clinically relevant medicinal chemistry. Methods: An instructional model that utilized Bloom s cognitive and Krathwohl s affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry course for second professional year doctor of pharmacy students (campus and web). Subjective and objective evaluation tools were developed to assess student learning and overall effectiveness of the instructional model. A temporal comparison of the student performance after introducing the instructional model was compared to previous student performance academic years. Quantitative and qualitative analyses were conducted to determine the results. Results: Student performance improved when compared to previous years. Students overall enthusiasm about the course, the course content and activities is evident. The students perceived value of medicinal chemistry to clinical practice is demonstrated. Implications: The explicit integration of the cognitive and affective learning objectives resulted in enhanced student ability to envision how they will apply the science of medical chemistry in practice. Testing this instructional model provides validation that the theoretical framework for this instructional model is effective for our campus and web-based students. Our instructional model also has a broad-based application to other science courses. fP W  INTRODUCTION Creighton University Doctor of Pharmacy program Factors impacting learning in science courses: General Education Course Specific New ACPE guidelines and the sciences Medicinal chemistry faculty and clinical relevance bP%PP%PP3PPPbab%bbZ b  b  mTable 1. Historical Literature Describing Integration of Clinical Relevance into Medicinal Chemistry Coursesnn& u METHODS rDevelop an instructional model: a standardized approach to each lesson plan Integrates clinical knowledge to meet specific ability based outcomes (ABO) while retaining foundation knowledge. The theory of the model: optimal student ABO performance achieved if: affective learning objectives are explicit and are incorporated concurrently with cognitive objectives.  PPPFPkPP b``b`-bk ` ``eMETHODSInstructional Model Template Six sections Introduction Pharmacophore Structure activity relationships (SARs) Applying SARs Summary of the most common clinical decisions Prediction of clinical activityRPPP`b`tMETHODS,This template moves the students thinking through a constructive process that lays a medicinal chemistry foundation of both generalized and specialized content knowledge. Students are transitioned based on clinical relevance of the content The design of the content presentation is mapped against Bloom s taxonomy of cognitive learning (table 2) and Krathwohl s taxonomy of affective learning (table 3).xPPPb"&2"&" J0T[ J0bMETHODS(TEACHING/LEARNING STRATEGIES Learning objectives The lesson handout A lesson summary Integration exercise Food analogy A pre-class assessment quiz Interactive in-class PowerPoint Presentation and discussion SBTE case studies Sample examinations Voluntary recitation/on-line sessions PPPPbbbbJ0vMETHODS(tSubjective and objective evaluation tools were developed to assess student learning and overall effectiveness of the instructional model. A temporal comparison of the student performance after introducing the instructional model was compared to previous student performance academic years. Quantitative and qualitative analyses were conducted to determine the results. Nt " sbbgEVIDENCE OF STUDENT LEARNING(2Table 4. Student Learning (Fall 2004 vs.Fall 2005)33&rUEVIDENCE OF STUDENT LEARNING >Student willingness to participate was more evident and the quality of their questions and answers was high. A very positive attitude towards the learning process. (campus and web) Several students indicated that they are using the knowledge as pharmacy interns and to answer questions for family and friends. Several students emphasized how the knowledge gained in this course helped them to understand better the respective topics in pharmacology. Several students submitted case scenarios and two cases were utilized on exam II and exam IV. @ZNZZ6" biEVIDENCE OF STUDENT LEARNING$0Table 5. Summative Course Evaluation Fall 2005) "1P1fhEVIDENCE OF STUDENT LEARNING(1Table 6. Major Course Related Themes (Fall 2005) 22fjEVIDENCE OF STUDENT LEARNING$ Campus students appeared to emphasize more the enthusiasm shown by the instructor in teaching the course and the active learning that made the course more clinically relevant. Web students were more impressed with the course organization, delivery and the interactive nature of the course. The combined summative and narrative evaluation of the course do clearly indicate the students overall appreciated the course, what it had to offer and how it clearly promoted active learning and clinical relevance of the content.  P bkEVIDENCE OF STUDENT LEARNING0Table 7. Summative Evaluation on Lesson Handout "1P1flEVIDENCE OF STUDENT LEARNING$,Table 8. Summative Instructor Effectiveness "-P-fxZEVIDENCE OF STUDENT LEARNING$ *%""mEVIDENCE OF STUDENT LEARNING$1Table 9. Student Perception of Course Activities "2P2fnEVIDENCE OF STUDENT LEARNING$1Table 9. Student Perception of Course Activities "2P2foEVIDENCE OF STUDENT LEARNING@Table 10. Student Attitude Towards Medicinal Chemistry Learning "APAf|^)PRACTICALITY/WORKABILITY/ TRANSFERABILITY**)b$#$`Cognitive and affective pedagogy are well documented in the literature. Lesson handout is a logical approach. Active learning strategies are well documented and tested. Technology is widely available to complement course activities. Evaluation tools and analysis are straightforward, practical and can be easily developed to address different courses.0aPfBFaH CONCLUSIONS The instructional model provided the instructor, campus and web students involved with the most rewarding interactive and learning experience. Student overall attitude in class, outside class and at a distance has been the most positive ever. The explicit integration of the cognitive and affective learning objectives enhanced student ability to envision how they apply medicinal chemistry in practice. w CONCLUSIONS Objective and subjective data validates that the theoretical framework for this instructional model is effective for our campus and web-based students. Our instructional model may have a broad-based application to other science courses. /8P` 0aN0 8(  8d 8 <1?``d 8 <1?`d 8 <1?`d 8 <1? 8 C x49xaxa1 ?    8 C x>xaxa1 ?pp  H 8 0޽h ? s=ԞJ_xGמr&hwX`&cm1