Chemical education as a foundation for developing research competence in master's students of pharmacy

Abstract

This article analyzes the role of core chemical disciplines (general and inorganic chemistry, analytical chemistry, physical and colloidal chemistry) as fundamental elements in developing research competence among master’s students in pharmacy. Research competence is understood as a complex set of knowledge, skills, and abilities that include cognitive, procedural, and reflective components necessary for independent scientific research in the pharmaceutical field. Chemical education provides not only a deep understanding of molecular and physicochemical processes underlying pharmaceutical sciences but also fosters the development of methodological and practical skills essential for conducting precise, reliable, and reproducible experiments. General and inorganic chemistry form the cognitive foundation by developing analytical thinking, the ability to formulate hypotheses, and interpret experimental observations. Analytical chemistry contributes to enhancing procedural accuracy, teaching students to assess measurement uncertainty, validate methods and comply with quality standards, which are critical in professional pharmaceutical practice. Physical and colloidal chemistry develops skills in modeling, systems thinking, and integrating theoretical models with experimental data, enabling students to effectively plan and analyze complex chemical processes. Practice-oriented learning, including case studies, laboratory work and group discussions, stimulates the development of independence, critical thinking, teamwork skills, and promotes active knowledge acquisition through real-world application. Assessment encompasses both written reports and interactive sessions with active student participation, aimed at developing practical skills, understanding methodological aspects, and discussing potential problem situations. Special attention is given to the role of the instructor as a learning process facilitator, who supports students’ transition from acquiring theoretical knowledge to active research activity, provides motivation, mentorship and creates an atmosphere conducive to forming a research culture. Such an approach prepares future pharmacists capable of conducting independent scientific research and implementing results into professional practice.