Comparison of the BOPPPS Model and Traditional Instructional Method in Medicinal Chemistry Education

Comparison of the BOPPPS Model and Traditional Instructional Method in Medicinal Chemistry Education for Pharmacy Students

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.

Study Overview

• Status: Completed
• Conditions: Medicinal Chemistry Teaching Reform; BOPPPS Teaching Model; Traditional Teaching Methods
• Intervention / Treatment: Other: BOPPPS six-stage teaching intervention; Other: Conventional lecture-based teaching intervention

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.

• Study Type: Interventional
• Enrollment (Actual): 60
• Phase: Not Applicable

Contacts and Locations

Study Locations

• China
  • Jiangsu
    • Yancheng, Jiangsu, China, 224005
      • Jiangsu Medical College

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Child; Adult
• Accepts Healthy Volunteers: Yes

Description

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

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Other
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: None (Open Label)

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Experimental Group (BOPPPS Teaching Model); Pharmacy students receive Medicinal Chemistry courses adopting the complete six-link BOPPPS teaching design, including Bridge-in, Objectives, Pre-assessment, Participatory learning, Post-assessment and Summary. Interactive classroom activities and in-class tests are arranged in each lesson.	Other: 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.
Active Comparator: Control Group (Traditional Lecture Teaching); Pharmacy students receive teacher-centered traditional lecture-based Medicinal Chemistry teaching. The teacher explains knowledge points directly, with few classroom interactive sessions.	Other: Conventional lecture-based teaching intervention; Traditional teacher-centered lecture teaching for Medicinal Chemistry, mainly knowledge explanation, without segmented pre-assessment and post-assessment arrangements.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Final examination scores of Medicinal Chemistry	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.	At the completion of the teaching intervention, up to 1 week

Secondary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Student teaching satisfaction score	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.	At the completion of the teaching intervention, up to 1 week

Collaborators and Investigators

• Sponsor: Jiangsu Medical College
• Investigators: Principal Investigator: Liang Qi, PhD, Jiangsu Medical College

Study record dates

Study Major Dates

• Study Start (Actual): September 15, 2025
• Primary Completion (Actual): January 6, 2026
• Study Completion (Actual): January 8, 2026

Study Registration Dates

• First Submitted: August 6, 2026
• First Submitted That Met QC Criteria: August 11, 2026
• First Posted (Actual): August 17, 2026

Study Record Updates

• Last Update Posted (Actual): August 17, 2026
• Last Update Submitted That Met QC Criteria: August 11, 2026
• Last Verified: August 1, 2026

More Information

Terms related to this study

• Keywords: Medicinal Chemistry; BOPPPS model; Pharmacy teaching; Teaching comparison
• Other Study ID Numbers: JiangsuMC-20260806; 2025JGYB272 (Other Grant/Funding Number: Jiangsu Society of Higher Education)

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: YES
• IPD Plan Description: De-identified individual participant-level data supporting this study, together with a complete data dictionary, will be accessible to qualified external researchers upon reasonable written request after the primary manuscript is published. Data release is conditional on institutional and regulatory privacy authorization. All formal data access requests should be submitted to the corresponding author for evaluation and review. No identifiable personal information will be included in shared datasets to protect student privacy.
• IPD Sharing Time Frame: De-identified individual participant data and supporting documents will be available to qualified researchers indefinitely after the publication of the primary study manuscript.
• IPD Sharing Access Criteria: Data and supporting documents are available only to qualified academic researchers with legitimate educational research objectives. All applicants shall submit a formal written research request to the corresponding author. Data release is subject to institutional privacy and regulatory authorization. Applicants must provide a clear research plan and agree to use the shared de-identified data solely for independent academic research, without attempting to re-identify participants or share datasets with third parties.
• IPD Sharing Supporting Information Type: STUDY_PROTOCOL; SAP; ICF; ANALYTIC_CODE

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No