INTEGRATION OF COGNITIVE AND AFFECTIVE LEARNING COMPONENTS IN AN ONLINE SCIENCE COURSE

1. INTEGRATION OF COGNITIVE AND AFFECTIVE LEARNING COMPONENTS IN AN ONLINE SCIENCE COURSE Naser Z. Alsharif, Pharm.D., Ph.D. & Kimberly A. Galt, Pharm.D., FASHP

2. ABSTRACT 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.

3. 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

4. Table 1. Historical Literature Describing Integration of Clinical Relevance into Medicinal Chemistry Courses

5. METHODS • Develop 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.

6. METHODS Instructional Model Template • Six sections • Introduction • Pharmacophore • Structure activity relationships (SARs) • Applying SARs • Summary of the most common clinical decisions • Prediction of clinical activity

7. METHODS • 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).

8. METHODS 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

9. METHODS • 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.

10. EVIDENCE OF STUDENT LEARNING Table 4. Student Learning (Fall 2004 vs.Fall 2005)

11. EVIDENCE 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.

12. EVIDENCE OF STUDENT LEARNING Table 5. Summative Course Evaluation Fall 2005) aScale responses include: Do Not Agree = 1; Somewhat Disagree = 2; Neutral = 3; Somewhat Agree = 4; Agree = 5.

13. EVIDENCE OF STUDENT LEARNING Table 6. Major Course Related Themes (Fall 2005)

14. EVIDENCE 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.

15. EVIDENCE OF STUDENT LEARNING Table 7. Summative Evaluation on Lesson Handout aScale responses include: Do Not Agree = 1; Somewhat Disagree = 2; Neutral = 3; Somewhat Agree = 4; Agree = 5.

16. EVIDENCE OF STUDENT LEARNING Table 8. Summative Instructor Effectiveness aScale responses include: Do Not Agree = 1; Somewhat Disagree = 2; Neutral = 3; Somewhat Agree = 4; Agree = 5.

17. EVIDENCE OF STUDENT LEARNING • Narrative instructor evaluation were consistent between campus and web students. • Web students stressed more the availability of the instructor and the prompt e-mail responses. • Comments that are clearly common to both student cohorts are the enthusiasm and motivation shown by the instructor in teaching the content and the instructor’s interest in student success. Several indicated that the later motivated them to become more responsible for their learning. “His enthusiasm inspires but couple that with his gift to teach, you have a killer combo. “ “Did an excellent job in waking us up every morning. “

18. EVIDENCE OF STUDENT LEARNING Table 9. Student Perception of Course Activities aScale responses include: Do Not Agree = 1; Somewhat Disagree = 2; Neutral = 3; Somewhat Agree = 4; Agree = 5.

19. EVIDENCE OF STUDENT LEARNING Table 9. Student Perception of Course Activities aScale responses include: Do Not Agree = 1; Somewhat Disagree = 2; Neutral = 3; Somewhat Agree = 4; Agree = 5.

20. EVIDENCE OF STUDENT LEARNING Table 10. Student Attitude Towards Medicinal Chemistry Learning aScale responses include: Do Not Agree = 1; Somewhat Disagree = 2; Neutral = 3; Somewhat Agree = 4; Agree = 5.

21. PRACTICALITY/WORKABILITY/ TRANSFERABILITY • 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.

22. 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.

23. 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.