The Development and Implementation of a Problem-Based Learning Format in a Fourth-Year Undergraduate Synthetic Organic and Medicinal Chemistry Laboratory Course

Abstract

P roblem-based learning (PBL) is an educational approach that uses complex, real-world problems to motivate students to identify and research the concepts and principles that they need to know to devise a solution to the problem. 1 Students typically work in small groups, and while learning course content, other key abilities are developed including the ability to think critically; find, evaluate, and use appropriate learning resources; communicate effectively; and work independently of the instructor. Because the problems given are complex and realistic, the path to the solution is not always evident, and there is often more than one way to solve a problem.A critical-thinking ability is essential for a graduate in the sciences. One definition is given by Van Gyn and Ford: "The self-regulated deliberations on a challenge or problematic situation that involve consideration of generated or selected alternatives directed towards evaluative judgments. Judgments are based on criteria, which provide justifications for the conclusion." 2 Three integral dimensions are also included in the authors' model of critical thinking: intellectual habits, intellectual deliberations, and a reflexive disposition. 2 It is essential that critical-thinking abilities be developed by the time a student graduates and the teaching of these abilities must therefore be incorporated into science courses.A traditional laboratory course typically gives students a procedure to follow to make a specific target compound. Students follow the instructions, much like following a recipe. 3 In this process, students learn essential laboratory techniques such as the manipulation of air-sensitive compounds. They also learn the mechanistic details about the reaction in question, usually after the experiment when they are writing a laboratory report.In a traditional laboratory experiment, the students do not develop important critical-thinking skills. Kelly and Finlayson have discussed the traditional laboratory format in depth and have explained why there might be a need to change. 3 It was important to us that the students learn how to select an appropriate experimental technique, how to decide whether a given technique is required (e.g., whether the compound is air-sensitive), how to evaluate different experimental strategies, and how to plan a complete experiment or project. Problem-based learning was selected as an appropriate method through which students could learn important critical-thinking skills and experimental abilities.The implementation of PBL has been described in lecture 4 and laboratory 4e,5 courses and this learning method has often been employed at the first-or second-year undergraduate level. In lecture courses, for example, Dods described specific and engaging problems that were incorporated into a biochemistry course. 4a Cannon and Krow incorporated synthesis projects into upper-level organic chemistry lecture courses, in which students, ABSTRACT: The fourth-year undergraduate synthetic organic and medicinal chemistry laboratory cou...

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