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, case-based, integrated sequence of core courses in medici nal chemistry and pharmacotherapy at the University of North Carolina Schoo l of Pharmacy. Goals for the courses include: (i) minimization of redundant or conflicting content; (ii) enhancement of student ability to integrate a nd apply basic science and pharmaceutical care principles; and (iii) facili tation of student development of effective problem-solving, critical thinki ng, communication, and self-directed learning skills. Following interdiscip linary faculty team development of specific course content and adoption of a mixed didactic, case-based, and problem-based structure, these courses we re implemented, with subsequent student evaluation. Student surveys indicat e that integration of content simplifies and improves understanding and app lication of concepts. Case-based learning increased the amount of time spen t in class preparation/self-directed learning and improved student's abilit y to grasp and apply concepts. Student criticisms included discomfort with case or problem-based techniques, inconsistencies in teaching and assessmen t techniques between learning modules, and time-related stresses.