A prevalent belief is that research is exclusive for those pursuing advanced studies. The introduction of research-focused activities into clinical chemistry instruction is an initial measure to overcome this educational obstacle. The objective of this study is to intertwine science with educational content through a multidisciplinary approach. To achieve these goals, a carefully designed learning path and structured classroom instruction were used to deliver course content and engage students. The assignment included an introduction, evidence supporting the topic, an explanation of molecular-level mechanisms, and a conclusion. Student performance was evaluated including peer perception and teamwork in addition to the assay assignment using grading rubrics. The study found significant improvements in students’ competence in research proficiencies after completing the project. This was particularly evident in their ability to comprehend complex molecular mechanisms using the experimental data found in the scholarly articles. Students demonstrated a solid understanding of the principles and theories related to the learning materials. Additionally collaborative efforts were successful, and peer-reviewed activities conducted by the students received positive ratings.

Upper-division undergraduate, clinical chemistry, course-based undergraduate research experiences, chemistry education, collaborative/cooperative learning, critical thinking