Abstract:

In the last years, a high dropout rate is been observed during the first years of university studies. In addition, in studies related to health sciences (Pharmacy, biomedicine, medicine…) we can appreciate a strong fear towards the subject that involves chemistry. This can be clearly seen from the fact that a large percentage of the student give up the subject before getting to the corresponding evaluations. This fact can be the trigger, in many cases, of the definitive drop out of the studies.

Specifically in the Degree in Pharmacy (in the University of Seville) our own experience indicates that approximately 35% of the students give up the subject of Medicinal Chemistry. Part of the presented problem might be attributed to the passivity and stiffness of the classical teaching methods commonly used at the universities, which diminishes the attractiveness of the subjects and reduces the enthusiasm of the students. Therefore, a change in the way of teaching and leading our students along their way through the University is necessary.
To overcome this problem, our team of teachers proposes an alternative method of teaching that combines the methodology of Problem-Based Learning (BPL), collaborative learning and technological applications. In this proposal we will implement the use of specialized software in chemistry, which can be acquired with university license, to approach the virtual design of new drugs with some potential specific activity. The use of these strategies will provide the students a new perspective much more interesting of the Medicinal Chemistry, since they will have to overcome new challenges using technological tools that are very attractive and are usually quickly assimilated by them.

References:
[1] Universia España, 24 de febrero de 2014.1 de cada 5 universitarios abandona sus estudios en el primer año de carrera.
[2] Clouston, T.; Westcott, L.; Whitcombe, S.; Riley, J.; Matheson, R. (Eds.) Problem-Based Learning in Health and Social Care, 2010, Chichester, UK, Wiley-Blackwell Publishing Ltd.
[3] Prieto, L. (2006). Aprendizaje activo en el aula universitaria: el caso del aprendizaje basado en problemas. Miscelánea Comillas. Revista de Ciencias Humanas y Sociales (64)124, 173-196.
[4] R. M. Gilles. Structuring Cooperative Group Work in Classroom. International Journal of Educational Research, 39 (2003) 35-49. b) V. Battistich, D. Solomon, K. Delucchi. Interaction processes and student outcomes in cooperative learning groups. The Elementary School Journal, (1994) 19-32
[5] Dillenbourg, P., & Tchounikine, P. (2007). Flexibility in Macro-Scripts for Computer-Supported Collaborative Learning. Journal of Computer Assisted Learning, 23(1), 1-13.

Keywords:

Educational Innovation, Problem Based Learning, Information and Communication Technologies (ICT), Medicinal Chemistry.