Medicinal chemistry to explore the practice and thinking of the experiment. The most important thing is to understand medicinal chemistry research, the research process, and research developments. Additionally, it reflects that the first time in college students conduct exploratory experiments closely with teachers, making it a truly interactive process with teachers, feeling much closer to them. Finally, they gain real experience on how textbook knowledge can be applied in scientific research, which also contributes to their determination to learn the knowledge needed to lay basic skills. Exploration of medicinal chemistry experiments improves teaching quality in the following aspects: First, after completing exploratory experiments, the relationship between teachers and students is strengthened, maintaining positive interaction, joint research, exploration, enriching and improving campus culture. Secondly, senior students receiving exploratory experimental training in graduate design can quickly enter the state and achieve better results in completing their theses. Lastly, there is a significant increase in the proportion of postgraduate students in medicinal chemistry, showing more interest in learning compared to previous years.
Two exploratory experimental teaching issues and thoughts at school. Medicinal Chemistry exploratory experiments have achieved encouraging results, but problems have arisen during the three-year practice process. The most important ones are: experimental safety issues, experimental conditions, experimental funding, and the time-sensitive nature of experiments. Firstly, the most crucial security issue—exploratory experiments must ensure experimental safety. Medicinal chemistry experiments involve using many chemical reagents, including a considerable number of hazardous drugs. Due to a lack of experience, students often do not pay enough attention, and even more worryingly, students may perform dangerous error operations. For example, wanting to grind open a tightly sealed round-bottom flask stopper filled with dangerous nitric acid, intending to open the plug by thermal expansion and contraction in a closed system. Laboratory safety issues require guidance teachers to give sufficient attention; besides strengthening students' safety awareness, instructors should also accompany students during experiments as much as possible and promptly correct erroneous operations.
Next are the experimental conditions. With the development of science and technology, high-quality scientific research requires higher precision instruments and equipment. Student laboratory experimental conditions can almost exclusively meet some conventional simple experiments, reducing the efficiency of the experiment. Many students' more creative experimental designs become impossible in this situation. On one hand, we want schools to increase investment in student laboratory construction under resource-full conditions for basic experimental equipment and then add some advanced equipment. On the other hand, as much as possible, we can also open teachers' research laboratories. Experimental funding sources are also more prominent. In recent years, the institute has funded students' exploratory experiments. Due to the special nature of medicinal chemistry experiments, exploratory experiments involving fifty or sixty students will cost $1-2 million, overwhelming the college's financial expenditure. Regarding this issue, we ask students to cherish experimental apparatus and use some laboratory supplies economically. On the other hand, try to miniaturize some high-cost experiments. Additionally, our topics should aim to choose from teachers' current research areas, utilizing some resources available to teachers.
Another more prominent issue is the time restriction for both students and teachers. Unlike routine tests, exploratory experiments demand a longer period of time from both teachers and students. For students, there may be conflicts with other courses, and for teachers, there may be conflicts with other teaching or research activities. To address this problem, the Office of Academic Affairs should fully consider exploratory experiments when arranging teaching schedules. On the other hand, increasing teacher input and actively absorbing advanced graduates to participate in guiding exploratory experiments could help.