Teaching organic nomenclature for pharmacy students: Adapting a course to online mode during COVID-19

Authors

DOI:

https://doi.org/10.46542/pe.2022.221.360375

Keywords:

COVID-19, Nomenclature, Online mode, Organic chemistry

Abstract

Introduction: Due to the confinement of the COVID-19 pandemic, educational centres have remained closed, transferring the teaching process to online mode, thus adapting infrastructure, methodologies, and the university community.

Objectives: This work aims to evaluate the effectiveness of strategies in learning organic nomenclature and seek student opinions about committing fraud in organic chemistry course assessments in the online mode in the pharmaceutical career.

Methods: The methodologies used allowed the students to understand and apply the organic nomenclature rules, using online collaborative guides and crosswords worked in synchronous classes, previous reading, and the collaborative asynchronous creation of informative files for the recognition of heterocyclic compounds and formative assessment. All assessments were applied in three-people groups in the synchronous classes. Finally, an anonymous survey was administered to know the student perception of the possibility of fraud during the course.

Results: A substantial improvement (from 47.7% to 80.5%) was observed in the application of IUPAC rules for organic compounds. Of the students who responded to the anonymous survey, 81% reported that the methodology used decreased the opportunity to commit fraud during assessments.

Author Biographies

Claudio Barrientos, Universidad Autónoma de Chile, Chile

Instituto de Ciencias Químicas aplicadas, Facultad de Ingeniería

Silvana Moris, Universidad Católica del Maule, Chile

Centro de investigación de estudios avanzados del Maule (CIEAM)

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Published

2022-05-28

How to Cite

Barrientos, C., & Moris, S. (2022). Teaching organic nomenclature for pharmacy students: Adapting a course to online mode during COVID-19. Pharmacy Education, 22(1), p. 360–375. https://doi.org/10.46542/pe.2022.221.360375

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Research Article