ArticlePharmacy (Basel, Switzerland)2025
Implementing a Functional Group Analysis Activity to Support Student Learning in Medicinal Chemistry: A Three-Year Experience.
Article in Pharmacy (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
Abstract
Many pharmacy students begin medicinal chemistry with limited experience in chemical structure interpretation and reactivity patterns, making it difficult to connect foundational concepts to real-world drug behavior. We introduced a low-stakes functional group analysis activity that included peer discussion and a follow-up quiz to improve learning and reduce student anxiety. We studied the impact of this activity by comparing Exam 1 scores across three cohorts: one before the activity (2022) and two after implementation (2023 and 2024). The average Exam 1 scores improved in the post-intervention years, and while the overall difference across cohorts did not reach statistical significance, post hoc analysis revealed a significant improvement between the 2022 and 2024 cohorts. The students who engaged more deeply, especially those who performed well on the quiz, consistently earned higher exam scores, with strong positive correlations observed in both years. These results suggest that simple, low-stakes activities that focus on core concepts can promote engagement and support student success, even in challenging, content-heavy courses like medicinal chemistry.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.