Author:
Zhao Yong-ming,Liu Si-si,Wang Jin
Abstract
Abstract
Background
The purpose of this study was to evaluate the effectiveness and efficiency of implementing a data-driven blended online-offline (DDBOO) teaching approach in the medicinal chemistry course.
Methods
A total of 118 third-year students majoring in pharmacy were enrolled from September 2021 to January 2022. The participants were randomly assigned to either the DDBOO teaching group or the traditional lecture-based learning (LBL) group for medicinal chemistry. Pre- and post-class quizzes were administered, along with an anonymous questionnaire distributed to both groups to assess students’ perceptions and experiences.
Results
There was no significant difference in the pre-class quiz scores between the DDBOO and LBL groups (T=-0.637, P = 0.822). However, after class, the mean quiz score of the DDBOO group was significantly higher than that of the LBL group (T = 3.742, P < 0.001). Furthermore, the scores for learning interest, learning motivation, self-learning skill, mastery of basic knowledge, teamwork skills, problem-solving ability, innovation ability, and satisfaction, as measured by the questionnaire, were significantly higher in the DDBOO group than in the traditional group (all P < 0.05).
Conclusion
The DDBOO teaching method effectively enhances students’ academic performance and satisfaction. Further research and promotion of this approach are warranted.
Funder
Hebei Provincial Higher Eduction Teaching Reform and Practice Project
Publisher
Springer Science and Business Media LLC