Chemistry in Context Approach to Teaching Allied Health Chemistry

“Why do I have to learn chemistry, I just want to be a nurse” is arguably the most common question asked by students.  A major chasm exists between a chemists' perception of our courses' relevance and how allied health students' perceive this relevance.  I propose we need to introduce biochemical/chemical concepts in the context of medicine and/or physiology.  Let's first focus on the play (physiology), then show students the actors (chemical structures), and how the “actors” work together (chemical reactions or concepts).  Finally, we enable our students to see the relationships these chemical/biochemical concepts to the physiological event.  Adelphi University's Physiological Chemistry focuses on the integration of observed physiological events with the underlying biochemical/chemical principle(s).  Modules include Prostate Cancer (nature of the atom and periodicity), Chemical Communication (organic chemistry and molecular recognition), and Oxygen and Carbon Dioxide Transport (stoichiometry and Le Chatelier's Principle).  When students make meaningful connections between their inherent interests (physiology) to the chemical/biochemical concepts they should retain these concepts in long term memory instead of short term memory.  Meaningful learning underlies the constructive integration of thinking, feeling, and acting, leading to empowerment for commitment and responsibility (Joseph D. Novak).  Our hypothesis is meaningful learning has a greater potential to occur if a meaningful learning environment is created.  The Chemistry Self-Concept Inventory and CHEMX (chemistry cognitive diagnostic survey) are the diagnostic tools use to evaluate if a meaningful learning environment has been created.