An interventional study of BOPPPS six-stage teaching intervention and Conventional lecture-based teaching intervention in Medicinal Chemistry Teaching Reform, BOPPPS Teaching Model and Traditional Teaching Methods, sponsored by Jiangsu Medical College. Completed at 1 site in China. Open to participants aged 17 Years to 24 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-08-17.
Sponsored by Jiangsu Medical College · Not applicable, Interventional, and Other
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.
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.
Jiangsu Medical College is the lead sponsor of 3 studies on the registry; 1 is open to participants now.
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Exclusion Criteria:
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
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
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.
Traditional teacher-centered lecture teaching for Medicinal Chemistry, mainly knowledge explanation, without segmented pre-assessment and post-assessment arrangements.
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.
Time frame: At the completion of the teaching intervention, up to 1 week
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.
Time frame: At the completion of the teaching intervention, up to 1 week
Plan to share: Yes — 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.
Supporting information: Study protocol, Statistical analysis plan, Informed consent form, Analytic code
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.
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.
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This study is completed, as verified in Aug 2026. You cannot join it, but the record below documents what was studied.
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Jiangsu Medical College