It’s All Relative! Engaging Nursing and Exercise Science Students in Chemical Education Using Medical Case Studies

Abstract

Chemical education for health profession curricula has the rigorous task of balancing chemical concepts in relation to healthcare and concepts presented on health profession graduate school admissions and/or licensing exams (such as NCLEX, nursing licensure; and MCAT, medical school admissions), often within a limited time frame. In an attempt to achieve this measure, an engaging learning activity was designed to help nursing (and a number of exercise sciences) students identify chemical education topics in published medical case studies. Student perception of the significance and practicality of this activity was examined. Three groups of students (N total = 167) were provided with a number of published medical case studies and instructed to employ concept mapping techniques to "map out" how examples of four chemical education topics (analytical, biological, general, and organic) were identified in these clinical cases. The overall goal of this project is to allow students to (1) identify, (2) categorize and conceptualize, and (3) apply chemical knowledge in their present studies and overall future healthcare professions. As a result, a marked decline in course fail/pass ratios was observed. Additionally, over 80% of the students who completed the concept map activity voluntary survey highlighted their ability to identify chemistry in healthcare settings after completing the assignment. Student polling also highlighted recommendations for chemistry education in undergraduate health profession curricula, following this activity.

Computers, carbohydrates and cola: Designing an online lab experience for undergraduate health sciences and non‐majors in a pandemic paradigm

“…For both non-majors and health sciences students, general, organic biological and analytical (GOB-A) chemistry topics provide a fundamental lens through which health sciences students could gain knowledge on the applications of medical techniques and diagnostics: (1) Pharmacology, the applications of medical intervention through prescribed drugs (pharmaceuticals) is founded on the knowledge of organic chemistry; (2) Biochemistry, the methods in which chemical reactions sustain life, is arguably the platform for bio-fluid diagnostics (such as blood lab, glucose tests for diabetic patients or even urinalysis); (3) A number of analytical chemistry techniques (such as NMR; Nuclear Magnetic Resonance) is mirrored in the radiology departments of health care facilities (e.g., MRI; Magnetic Resonance Imaging); and (4) General Chemistry provides the underlined methods of measurements and units. 1 For many non-majors, GOB chemistry is a mandatory pre-requisite course, not often eluded. Notably, the overall career goal for undergraduate students enrolled in a health sciences program is contingent upon passing either a Medical College Admission Test (MCAT), Dental Admission Test (DAT), 2 or National Council Licensure Examination-Registered Nurse licensure exam (NCLEX-RN), 3 much of which consists of life science topics with chemical foundations.…”

Chemistry in a cup of coffee: Adapting an online lab module for teaching specific heat capacity of beverages to health sciences students during the COVID pandemic

“…The course design consists of a face‐to‐face (in a classroom) learning environment, with virtual lab exercises, of nearly 10 online lab modules adapted through introductory Pre‐Lab lectures, Pre and Post Lab quizzes, Lab Reports and Discussion topics connecting chemistry in healthcare—no laboratory setting required. The pedagogical goal of both the didactic and laboratory chemistry for health professions courses is to make “connections” between chemistry concepts and healthcare through course work, which is often complemented with assignments, 1 demonstrations 2 and virtual laboratory exercises 3 . Given the present state of affairs, the lab exercise presented is easily adaptable to an online environment: (i) students can meet via video conferencing and (ii) if a partnered lab is assigned, the Lab Instructor can provide virtual “breakout” rooms such as those available via Zoom or GoogleMeet.…”

Social distance teaching and learning: An online DNA nucleotide binding lab experience for health sciences and non‐major students

“…A principle objective of this course was to make connections between General, Organic, Biological, and Analytical (GOB-A) chemistry topics and healthcare. 1 In doing so, students were often encouraged to transcribe answers to discussion questions proposing connections between each chemistry lab topic and healthcare practices (in a Lab Report submitted online).…”

“…The general VL set‐up is for students to use laptops or tablets (with a previously installed Firefox or Chrome internet browser) to complete the lab tasks in a lecture hall, following a Pre‐Lab presentation by the Lab Instructor ‐ but during this pandemic paradigm the VL class is able to meet via video conferencing. A principle objective of this course was to make connections between General, Organic, Biological, and Analytical (GOB‐A) chemistry topics and healthcare 1 . In doing so, students were often encouraged to transcribe answers to discussion questions proposing connections between each chemistry lab topic and healthcare practices (in a Lab Report submitted online).…”