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

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.

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