R&D applications

Initial situation

Historically, before 2018, the practical work (PW) of pharmaceutical chemistry consisted of repeating reaction protocols without much scientific value. The students put into practice the theoretical knowledge (acquired during the first semester of the course) by carrying out the organic synthesis of 2 or even 3 non-exploitable raw pharmaceutical compounds (e.g., “historical” synthesis of aspirin and phenacetin). The product of the syntheses, whose only purpose was the training and evaluation of the students, was then thrown away and followed the organic waste pathway. Moreover, the students, aware of this fact, were not very motivated and did not develop their autonomy. The coherence between learning and the reality of the professional world was weak.

In addition, the workload of the assistants was heavy and the students, not seeing the need, felt a deep sense of boredom. Therefore, the teachers decided to change the format of the course.

Project implementation

In order to give meaning to the students’ productions and to allow their work to have a broader perspective, the products synthesized during the practical work are now pharmaceutical compounds with a real innovative character. Through the collaboration with DNDi (Drugs for Neglected Diseases initiative) - a non-profit institution - the compounds are valorized, as they are tested in biological models of neglected diseases and could potentially be used to treat these diseases (e.g. visceral leishmaniasis, Chagas disease). In addition, students take part in the international open-synthesis-network of this institution. This reinforces their involvement and motivation during the practical work.

Concretely, students are divided into groups of 2 students during 7 weeks of practical work (14 days). They carry out a single, more complex synthesis with more steps (multi-step synthesis). In order to complete their practical training, specific techniques necessary for this synthesis are presented as well as all the analytical methods for the structural determination of the compounds (by proton NMR, 13C carbon, mass spectrometry). These are then carried out independently by the groups; this implies a significant assumption of responsibility and leads to a better assimilation of the acquired knowledge. Scientific rigor is required: they must prepare and follow a pre-established experimental plan during the different stages of the synthesis while collaborating closely within their group, but also between the groups of the class.

The evaluation of the students is less “performance” oriented, but more focused on their investments and the degree of progress in understanding the experimental phenomena. Indeed, “pure” investigative work will yield more uncertain results than work that has been established for many years. In addition, a written summary report in the form of a scientific publication, particularly in its experimental part, is required. For the first time in their curriculum, students also give a 15-minute oral presentation to the teaching staff and a representative of the DNDi to present their results. In this way, the format of the practical work is closer to what will be required of them during their master’s work. This reform thus allows for a greater coherence in the training between the ” pivotal ” years that are the end of the bachelor’s degree and the beginning of the master’s degree.

Thoughts and advice

This course format is extremely rich and has a real long-term perspective. The counterpart is an important preparation upstream. Indeed, it is necessary to ensure the feasibility of the synthesis ways within the framework of this practical course by taking into consideration the theoretical knowledge of the students and their practical skills at the beginning of these sessions. To do so, a careful feasibility study of the project was conducted in the chemistry laboratory, within the pharmaceutical chemistry/biochemistry group.

With the reform, students are involved in a “pure research” project at the very beginning. The results that might be generated are systematically valorized. As a result, students feel more involved. The people supervising the class and the students, who are more motivated than ever, do not feel that they are doing useless work and, consequently, the atmosphere in the lab is more serene.

It is also noteworthy that this format allows to value the work of the doctoral students supervising the students: indeed, the projects studied being innovative, they lead to the publication of posters and scientific articles.

Student feedback

“It’s great! It’s very motivating to think that our molecule can perhaps help improve science. It’s a project that gives us value and it’s very rewarding. It also brings us closer to our field (for research) so it’s very interesting and relevant.” “Very interesting formula and more motivating. The professors and assistants seem to be more involved than in a “normal” lab and I find that good. This kind of practical work allows for better teacher/student contact.”