Development and use of augmented reality models to teach medicinal chemistry

Background and purpose: Students in the doctor of pharmacy curriculum have varied backgrounds in their chemical training and also their ability to make mental conversions from two-dimensional chemical representations, on lecture slides or textbook images, to three-dimensional cognitive understanding. In order to bridge the gap, augmented reality (AR) models were developed to provide an alternative learning medium for the students. AR was selected to take advantage of the ubiquitous presence of smartphones, without incurring the expense of Virtual Reality hardware. Educational activity and setting: AR models were developed and introduced in the classroom in three phases. Student survey responses were used to improve the utility of the models in between phases. Active learning exercises were developed that required both individual and group interactions to complete. Findings: An optimized AR model creation workflow was developed that allowed each AR model to be created and posted in about 30 min. Depending on the phase of the study, 69% to 88% of the students found the AR models easy to use and 58% to 83% wanted to see more AR models used in future lectures. A majority (76%) of the students viewed the AR models on their smartphones. Summary: Augmented reality modules were created for use in medicinal chemistry courses in the pharmacy curriculum. Models were introduced in phases and included iterative improvements based on student feedback. The AR exercises provided active learning opportunities and were well received. The majority of students would like additional AR modules used in the course. (C) 2021 The Authors. Published by Elsevier Inc.

Automated summary

Augmented reality models were developed for use in pharmacy curriculum, introduced in phases and iteratively improved based on student feedback. The AR exercises provided active learning opportunities and were well received by the majority of students.