Integration of Medicinal Chemistry and Pharmacotherapeutics Courses: A Case-Based, Learner-Centered Approach

This report describes the development, implementation, and evaluation of a student-centered, casebased, integrated sequence of core courses in medicinal chemistry and pharmacotherapy at the University of North Carolina School of Pharmacy. Goals for the courses include: (i) minimization of redundant or conflicting content; (ii) enhancement of student ability to integrate and apply basic science and pharmaceutical care principles; and (iii) facilitation of student development of effective problem-solving, critical thinking, communication, and self-directed learning skills. Following interdisciplinary faculty team development of specific course content and adoption of a mixed didactic, case-based, and problem-based structure, these courses were implemented, with subsequent student evaluation. Student surveys indicate that integration of content simplifies and improves understanding and application of concepts. Case-based learning increased the amount of time spent in class preparation/self-directed learning and improved student’s ability to grasp and apply concepts. Student criticisms included discomfort with case or problembased techniques, inconsistencies in teaching and assessment techniques between learning modules, and time-related stresses.