Pharmaceutical chemistry, medicinal chemistry and the drug discovery process require experienced practitioners to employ reasoned speculation in generating creative ideas, which can be used to evolve promising molecules into drugs. The ever-evolving world of pharmaceutical chemistry requires university curricula that prepare graduates for their role as designers with the capability of applying complex concepts in pharmaceutical chemistry, thereby improving the decision-making process. Common methods of teaching drug discovery, including the linear nature of the traditional case study model, do not provide a realistic picture of the underlying complexity of the process, nor do they equip students with the appropriate tools for personal sense making and abstraction. In this work, we discuss the creation of an open-ended, nonlinear case study for 3rd year pharmaceutical chemistry students, developed from drug discovery research conducted at Rhodes University. Furthermore, we discuss blending problem based learning (PBL) with peer-led team learning (PLTL) in the context of curriculum transformation, underpinned by the theory of semantic waves, to assist students in the early attainment of abstract concepts and answer questions of contextualisation, personal sense making, relatability, relevance and ultimately the skills for lifelong learning.

中文翻译：

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在开放式“本土”药物化学案例研究中，将基于问题的学习与同行领导的团队学习相结合

药物化学，药物化学和药物发现过程需要经验丰富的从业人员在产生创意时运用合理的推测，这些创意可用于将有前途的分子发展成药物。不断发展的药物化学世界要求大学课程设置毕业生，使其具备作为设计师的角色，并具有将复杂概念应用到药物化学中的能力，从而改善了决策过程。教授药物发现的常用方法，包括传统案例研究模型的线性性质，都无法提供对过程潜在复杂性的真实描述，也无法为学生提供用于个人理智分析和抽象的适当工具。在这项工作中，我们讨论了开放式，根据在罗得斯大学进行的药物发现研究开发的，针对3年级药物化学专业学生的非线性案例研究。此外，我们将在语义转换理论的支持下，在课程转换的背景下讨论基于问题的学习（PBL）与同伴主导的团队学习（PLTL）的融合，以帮助学生及早实现抽象概念并回答相关问题，个人意义的建立，相关性，相关性以及最终的终身学习技能。