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Phenotypic Hit Discovery Oriented Workshop for Undergraduates: Integrating Cutting-Edge Knowledge and Discovery-Based Laboratory Experiences

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Title: Phenotypic Hit Discovery Oriented Workshop for Undergraduates: Integrating Cutting-Edge Knowledge and Discovery-Based Laboratory Experiences
Language: English
Authors: Yi Feng (ORCID 0000-0002-3126-6835), Na Wang, Li-Na Wang, Qian-Hui Zhang, Qi Cheng, Quan-Ling Wang, Sheng-Li Niu, Jing Gu, Rong Zeng, Jie Yang, Yi Yuan, Qin Ouyang (ORCID 0000-0002-1161-5102), Wen-Ting Shi, Chun-Ling Wu, Wei-Long Shang, Peng-Fei Zheng (ORCID 0000-0002-4004-5890)
Source: Journal of Chemical Education. 2023 100(7):2634-2646.
Availability: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Peer Reviewed: Y
Page Count: 13
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Pharmacy, Undergraduate Students, Chemistry, Pharmaceutical Education, Science Instruction, Laboratory Experiments, Teaching Methods, Discovery Learning, Medicine, Drug Education, Student Attitudes, Innovation, Knowledge Level
DOI: 10.1021/acs.jchemed.2c01172
ISSN: 0021-9584
1938-1328
Abstract: A two-year long-term workshop centered around a phenotypic whole-cell screening strategy for integrating cutting-edge knowledge and discovery-based laboratory experiences was developed to serve as a preparatory course for enhancing the teaching quality of the upper-level discovery-based research internship curriculum for pharmacy major undergraduates. The workshop comprises four modules that integrate lessons and experiments into a genuine research project, which initiates with a medicinal-chemistry course, run concurrently in the second year and culminates with the discovery-based research internship curriculum for pharmacy major students as a corequisite in the last year. The effective implementation of the featured pedagogical approaches in the modules is detailed as described. A group of students (N = 4) passed the instructor-student two-way choice and were enrolled in the senior-level phenotypic hit discovery laboratory project. The students synthesized a small library of molecules, tested them in an antibacterial assay, and further designed new compounds to analyze structure-activity relationships. Furthermore, positive feedback from students revealed that the phenotypic hit discovery oriented workshop enabled them to gain in-depth cutting-edge knowledge and provided an understanding of how medicinal chemists engage in new drug discovery research. The student's early exposure to troubleshooting or exploring unexpected results in an authentic scientific environment inspired them with ambition and confidence to engage with new drug discovery. We hope that this workshop will serve as a springboard for those wishing to educate medicinal chemists at an undergraduate level with modern strategies that are relevant to the current and future drug discovery landscape.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1444471
Database: ERIC
FullText Text:
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  Data: Phenotypic Hit Discovery Oriented Workshop for Undergraduates: Integrating Cutting-Edge Knowledge and Discovery-Based Laboratory Experiences
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  Data: <searchLink fieldCode="AR" term="%22Yi+Feng%22">Yi Feng</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3126-6835">0000-0002-3126-6835</externalLink>)<br /><searchLink fieldCode="AR" term="%22Na+Wang%22">Na Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Li-Na+Wang%22">Li-Na Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Qian-Hui+Zhang%22">Qian-Hui Zhang</searchLink><br /><searchLink fieldCode="AR" term="%22Qi+Cheng%22">Qi Cheng</searchLink><br /><searchLink fieldCode="AR" term="%22Quan-Ling+Wang%22">Quan-Ling Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Sheng-Li+Niu%22">Sheng-Li Niu</searchLink><br /><searchLink fieldCode="AR" term="%22Jing+Gu%22">Jing Gu</searchLink><br /><searchLink fieldCode="AR" term="%22Rong+Zeng%22">Rong Zeng</searchLink><br /><searchLink fieldCode="AR" term="%22Jie+Yang%22">Jie Yang</searchLink><br /><searchLink fieldCode="AR" term="%22Yi+Yuan%22">Yi Yuan</searchLink><br /><searchLink fieldCode="AR" term="%22Qin+Ouyang%22">Qin Ouyang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1161-5102">0000-0002-1161-5102</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wen-Ting+Shi%22">Wen-Ting Shi</searchLink><br /><searchLink fieldCode="AR" term="%22Chun-Ling+Wu%22">Chun-Ling Wu</searchLink><br /><searchLink fieldCode="AR" term="%22Wei-Long+Shang%22">Wei-Long Shang</searchLink><br /><searchLink fieldCode="AR" term="%22Peng-Fei+Zheng%22">Peng-Fei Zheng</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4004-5890">0000-0002-4004-5890</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Chemical+Education%22"><i>Journal of Chemical Education</i></searchLink>. 2023 100(7):2634-2646.
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  Data: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
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  Label: Peer Reviewed
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  Data: Y
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  Data: 13
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Pharmacy%22">Pharmacy</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Pharmaceutical+Education%22">Pharmaceutical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Laboratory+Experiments%22">Laboratory Experiments</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Discovery+Learning%22">Discovery Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Medicine%22">Medicine</searchLink><br /><searchLink fieldCode="DE" term="%22Drug+Education%22">Drug Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Innovation%22">Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink>
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  Data: 10.1021/acs.jchemed.2c01172
– Name: ISSN
  Label: ISSN
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  Data: 0021-9584<br />1938-1328
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A two-year long-term workshop centered around a phenotypic whole-cell screening strategy for integrating cutting-edge knowledge and discovery-based laboratory experiences was developed to serve as a preparatory course for enhancing the teaching quality of the upper-level discovery-based research internship curriculum for pharmacy major undergraduates. The workshop comprises four modules that integrate lessons and experiments into a genuine research project, which initiates with a medicinal-chemistry course, run concurrently in the second year and culminates with the discovery-based research internship curriculum for pharmacy major students as a corequisite in the last year. The effective implementation of the featured pedagogical approaches in the modules is detailed as described. A group of students (N = 4) passed the instructor-student two-way choice and were enrolled in the senior-level phenotypic hit discovery laboratory project. The students synthesized a small library of molecules, tested them in an antibacterial assay, and further designed new compounds to analyze structure-activity relationships. Furthermore, positive feedback from students revealed that the phenotypic hit discovery oriented workshop enabled them to gain in-depth cutting-edge knowledge and provided an understanding of how medicinal chemists engage in new drug discovery research. The student's early exposure to troubleshooting or exploring unexpected results in an authentic scientific environment inspired them with ambition and confidence to engage with new drug discovery. We hope that this workshop will serve as a springboard for those wishing to educate medicinal chemists at an undergraduate level with modern strategies that are relevant to the current and future drug discovery landscape.
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