INNOVATIVE TEACHING MODEL FOR THE TOPIC “CARBOHYDRATES” IN A PREPARATORY CHEMISTRY COURSE FOR INTERNATIONAL STUDENTS
Keywords:
carbohydrates, monosaccharides, international students, preparatory chemistry course, teaching model, clinical situationAbstract
This paper presents an innovative teaching model for the topic “Carbohydrates” in the preparatory chemistry course for international students at the Department of Language and Specialized Training, Medical University – Plovdiv. The topic is included in the established chemistry curriculum and is fundamental to the subsequent study of organic chemistry, biology and medical disciplines. The proposed model integrates clinical cases and problem-oriented tasks and connects chemical knowledge with its biological and medical applications. Its aim is to increase students’ motivation, support a deeper conceptual understanding of the learning content, and develop skills for analysis and for solving practically oriented problems. The topic “Carbohydrates” includes knowledge of molecular structure, isomerism, physical and chemical properties, and biological functions. Teaching practice shows that a considerable proportion of students perceive it as difficult because they must simultaneously master structural formulae, stereochemical features, chemical reactions and the relationships among them. Acquired knowledge often remains at a reproductive level, which makes it difficult to solve tasks requiring analysis, comparison, prediction and application in a new context. One way to overcome these difficulties is to apply a clinically oriented teaching approach. By working with real or simulated clinical situations, students understand the importance of chemical concepts for medical theory and practice. The model is illustrated through the teaching of the subtopic “Monosaccharides”. In the traditional approach, the content is introduced in the following sequence: definition of carbohydrates, classification, monosaccharides, structure and chemical properties. In the proposed model, the sequence is reorganised as follows: clinical situation → question → chemical explanation → systematisation of knowledge → examination task. The principal direction is from the medical problem to the chemical concept through the relationship “structure – properties – biological function”. Chemical knowledge is presented not as a collection of isolated facts and reactions, but as a tool for understanding biological processes and medical conditions. In this way, students participate actively by analysing, predicting, explaining and solving practically oriented tasks. The approach supports both examination preparation and the gradual development of professional thinking required in future medical education and practice.
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