BOPPPS Teaching Model, Medicinal Chemistry Teaching Reform, Traditional Teaching Methods
Conditions
Keywords
Medicinal Chemistry, BOPPPS model, Pharmacy teaching, Teaching comparison
Brief summary
This study aims to compare the teaching effect of the BOPPPS teaching model and the traditional lecture-based teaching method in Medicinal Chemistry courses for pharmacy students. Two groups of students receiving different teaching strategies will be included in this retrospective controlled study. The primary evaluation indicators include students' final examination scores, and secondary indicators cover classroom learning engagement and student satisfaction questionnaires. The overall objective is to explore whether the BOPPPS model can improve students' learning performance and learning experience in Medicinal Chemistry teaching. No human clinical intervention or invasive testing is involved in this educational research.
Detailed description
This educational controlled study focuses on the teaching reform of Medicinal Chemistry, a core compulsory course for pharmacy majors in higher vocational colleges. Traditional lecture-centered teaching is widely adopted in vocational pharmacy teaching, which often leads to insufficient student participation, weak initiative in classroom interaction, and unsatisfactory learning efficiency for complex pharmaceutical chemical structures and synthetic reactions.The BOPPPS teaching model divides each class into six standardized links: Bridge-in, Objectives, Pre-assessment, Participatory learning, Post-assessment, Summary. This student-centered teaching design strengthens classroom interaction and targeted detection of learning effects. At present, there is limited comparative research on the application of this model in Medicinal Chemistry teaching for vocational pharmacy students.This retrospective controlled research collects historical teaching data of two student groups receiving different teaching modes. The research intends to systematically analyze the differences in learning outcomes between the two teaching strategies, so as to provide practical teaching reform references for Medicinal Chemistry courses in vocational pharmacy education. This study only adopts routine classroom teaching and anonymous questionnaire surveys, without any clinical medical intervention, blood sampling or physical examination on participants. All student data are anonymized to protect personal privacy. Article 32 of the Notice on Printing and Distributing the Measures for Ethical Review of Life Science and Medical Research Involving Humans, jointly issued by the National Health Commission of China, the Ministry of Education, the Ministry of Science and Technology, and the National Administration of Traditional Chinese Medicine, stipulates that "Life science and medical research involving humans that uses human information, data or biological samples may be exempt from ethical review if such research falls under the circumstances specified below, causes no physical harm to human participants, and does not involve sensitive personal information or commercial interests." As a study focusing on teaching effectiveness, the present research qualifies for an exemption from ethical review pursuant to this provision.
Interventions
OTHERBOPPPS six-stage teaching intervention
Medicinal Chemistry teaching based on BOPPPS model, consisting of Bridge-in, Objectives, Pre-assessment, Participatory learning, Post-assessment and Summary sessions with abundant classroom interaction.
OTHERConventional lecture-based teaching intervention
Traditional teacher-centered lecture teaching for Medicinal Chemistry, mainly knowledge explanation, without segmented pre-assessment and post-assessment arrangements.
Sponsors
Jiangsu Medical College
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Intervention model description
Two parallel groups of pharmacy students receive different teaching interventions respectively. The experimental group adopts the BOPPPS teaching model for Medicinal Chemistry courses, while the control group receives conventional lecture-based teaching. No cross-over or alternating intervention is conducted between the two groups throughout the study period. All student data are collected retrospectively after the completion of teaching.
Eligibility
Sex/Gender
ALL
Age
17 Years to 24 Years
Healthy volunteers
Yes
Inclusion criteria
* Full-time pharmacy students without previous Medicinal Chemistry learning experience * Complete all academic assessments and anonymous questionnaire surveys
Exclusion criteria
* Classroom attendance rate less than 80% * Students who are unwilling to provide relevant data for this educational study or miss the final exam
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Final examination scores of Medicinal Chemistry | At the completion of the teaching intervention, up to 1 week | Final exam scores to evaluate students' mastery of professional knowledge of Medicinal Chemistry. Scores range from 0 to 100. Higher scores indicate better academic performance. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Student teaching satisfaction score | At the completion of the teaching intervention, up to 1 week | Score from an anonymous questionnaire evaluating students' satisfaction with the classroom teaching model. The total score ranges from 1 to 5. Higher scores indicate higher satisfaction. |
Countries
China
Contacts
PRINCIPAL_INVESTIGATORLiang Qi, PhD
Jiangsu Medical College
Outcome results
None listed