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2001
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In the Classroom
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Thalidomide Makes a Comeback: A Case Discussion Exercise That Integrates Biochemistry and Organic Chemistry
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Nicole Bennett
Department of Chemistry, Hope College, Holland, MI 49422
Kathleen Cornely
Department of Chemistry, Providence College, Providence, RI 02918-0001
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June 2001
Vol. 78 No. 6
p. 759
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| Abstract |
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The case discussion method, which involves teaching scientific theory in a framework that students can relate to their own world, is an interdisciplinary pedagogical tool. Therefore, case study exercises can be used to integrate biochemistry with other advanced chemistry courses. The case presented here can be used at the end of a second-semester organic chemistry course or in an introductory biochemistry course. The case is a fact-based, fictional story in which an FDA official must decide whether to carry out the agency's threat to shut down several buyers clubs that import thalidomide from overseas and dispense it to their members for the treatment of AIDS. Students are required to read the body of the case, analyze data, and search for information using limited leads. Using well-considered arguments based on their research, they are asked to come to conclusions about how the element of risk involved in thalidomide distribution is assessed. They apply their knowledge of biochemistry to assess how thalidomide acts at the cellular level and they apply their knowledge of organic chemistry in writing mechanisms of thalidomide hydrolysis and in the design of thalidomide analogs. Students are assessed on their ability to work in groups, to critically analyze scientific data, and to develop public policies based on risk-benefit analysis.
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| More Information |
 Citation |
Bennett, Nicole ; Cornely, Kathleen. J. Chem. Educ. 2001 78 759.
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Keywords |
Biochemistry; CER Problem Solving; CER Student-Centered Learning; Collaborative / Cooperative Learning; Drugs / Pharmaceuticals; Multidisciplinary Programs; Organic Chemistry; Teaching / Learning Aids
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History |
Created:
Last Updated: |
May 8, 2001
April 14, 2005
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| Home > JCE Print > Journal of Chemical Education > Issues >
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