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Comparison of the BOPPPS Model and Traditional Instructional Method in Medicinal Chemistry Education
Sponsor: Jiangsu Medical College
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.
Official title: Comparison of the BOPPPS Model and Traditional Instructional Method in Medicinal Chemistry Education for Pharmacy Students
Key Details
Gender
All
Age Range
17 Years - 24 Years
Study Type
INTERVENTIONAL
Enrollment
60
Start Date
2025-09-15
Completion Date
2026-01-08
Last Updated
2026-08-17
Healthy Volunteers
Yes
Interventions
BOPPPS 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.
Conventional lecture-based teaching intervention
Traditional teacher-centered lecture teaching for Medicinal Chemistry, mainly knowledge explanation, without segmented pre-assessment and post-assessment arrangements.
Locations (1)
Jiangsu Medical College
Yancheng, Jiangsu, China