Promoting In-Class Student Involvement in Medicinal Chemistry 1

This paper describes a strategy intended to complement large-class medicinal chemistry instruction with the overall aim of focussing attention on student self-identity. Also reported are findings which appear to define a problem inherent in attempting to promote regular class attendance. Conduct of in-class review sessions, in which students hand in written responses to questions addressing comprehension of fundamentals, was modified to include questions about student interests and values. Uniformly high course/instructor assessment ratings with or without such student interest questions underscored the importance of the review process per se in showing concern for students. Using student oriented methods of instruction, a positive relationship between regular class attendance and exam performance has been observed. However, within groups of students with perfect and irregular attendance, wide variations in performance were noted. Amplification of this information to students during course orientation might obviate development of anecdote-based convictions, and result in a perception that regular attendance is generally necessary, but in and of itself is not sufficient for satisfactory performance.