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

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.