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194,220 studies31 sourcesUpdated 32 min ago
Peer-reviewedCC BY-NCMedicine

Research on the student-centered research feedback experimental teaching model to enhance the effectiveness of pharmacology experimental teaching.

  • Chenggui Miao1,2,3,4
  • Jiaqing Chen1,3
  • Yanping Li1,3
  • Aixin Xia1,3
  • Yinqiu Song1,3
  • Chenhao Xu2
  • Yanmei Mao5
  • Xiaomei Wang6
6 affiliations
  1. 1Research Center for Traditional Chinese Medicine Prevention and Treatment of Chronic Diseases, Center for Xin'an Medicine and Modernization of Chinese Medicine, Institute of Health and Medicine, Anhui University of Chinese Medicine, Hefei, Anhui Province, China.
  2. 2Department of Experimental teaching Center, School of Integrated Chinese and Western Medicine, Anhui University of Chinese Medicine, Hefei, Anhui Province, China.
  3. 3Department of Pharmacology, School of Integrated Chinese and Western Medicine, Anhui University of Chinese Medicine, Hefei, Anhui Province, China.
  4. 4Center of Integrated Traditional Chinese and Western Medicine, School of Chinese Medicine, Li Ka Shing Faculty of Medicine, the University of Hong Kong, Hong Kong SAR, China.
  5. 5Department of Public Health and General Medicine, School of Life Sciences, Anhui University of Chinese Medicine, Hefei, Anhui Province, China.
  6. 6Department of Nursing Management and Education, School of Nursing, Anhui University of Chinese Medicine, Hefei, Anhui Province, China.
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Abstract

Most traditional pharmacological experimental projects are confirmatory experiments, and students are always in a passive training position, lacking critical thinking. This model does not emphasize the training of students' research ideas and the improvement of their innovation abilities. This study included undergraduate students from 4 classes of integrated traditional Chinese and Western medicine clinical majors at Anhui University of Chinese Medicine who enrolled in 2023. They were divided into a traditional pharmacology experimental teaching model (TPETM) group (130 students) and a research feedback pharmacology experimental teaching model (RFPETM) group (129 students). We conducted a quantitative evaluation of the learning process, correlation analysis, and student questionnaire surveys to investigate the effect of RFPETM on improving the teaching effectiveness of pharmacology experiments. Our research showed that there was no difference in population composition between the TPETM group and RFPETM group students, which did not affect the statistical analysis of this study. Quantitative evaluation of learning process showed that RFPETM significantly improved students' scores in pharmacology experimental courses at different stages. The RFPETM group showed a significant correlation between student classroom performance scores and final scores, while no such correlation was observed in the TPETM group, suggesting that the improvement of students' grades in the RFPETM group was related to their classroom performance. We conducted a questionnaire survey on "Student knowledge acquisition" among the RFPETM students, and the results showed that the majority of students believed that RFPETM teaching helped their knowledge acquisition, and the evaluation was positive. The questionnaire survey also showed that students affirmed the role of RFPETM in teaching methods, students' learning experiences, and the cultivation of innovative abilities. RFPETM teaching was beneficial for pharmacology experimental teaching and helped students cultivate their innovative abilities.

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Cite

BibTeXRIS
BibTeX
@article{miao2026research,
  title = {{Research on the student-centered research feedback experimental teaching model to enhance the effectiveness of pharmacology experimental teaching.}},
  author = {Chenggui Miao and Jiaqing Chen and Yanping Li and Aixin Xia and Yinqiu Song and Chenhao Xu and Yanmei Mao and Xiaomei Wang},
  journal = {Medicine},
  year = {2026},
  month = oct,
  doi = {10.1097/md.0000000000051199},
  url = {https://europepmc.org/article/MED/42888603},
  note = {CC BY-NC},
}
RIS
TY  - JOUR
TI  - Research on the student-centered research feedback experimental teaching model to enhance the effectiveness of pharmacology experimental teaching.
AU  - Chenggui Miao
AU  - Jiaqing Chen
AU  - Yanping Li
AU  - Aixin Xia
AU  - Yinqiu Song
AU  - Chenhao Xu
AU  - Yanmei Mao
AU  - Xiaomei Wang
PY  - 2026
DA  - 2026/10/01
JO  - Medicine
DO  - 10.1097/md.0000000000051199
UR  - https://europepmc.org/article/MED/42888603
AB  - Most traditional pharmacological experimental projects are confirmatory experiments, and students are always in a passive training position, lacking critical thinking. This model does not emphasize the training of students' research ideas and the improvement of their innovation abilities. This study included undergraduate students from 4 classes of integrated traditional Chinese and Western medicine clinical majors at Anhui University of Chinese Medicine who enrolled in 2023. They were divided into a traditional pharmacology experimental teaching model (TPETM) group (130 students) and a research feedback pharmacology experimental teaching model (RFPETM) group (129 students). We conducted a quantitative evaluation of the learning process, correlation analysis, and student questionnaire surveys to investigate the effect of RFPETM on improving the teaching effectiveness of pharmacology experiments. Our research showed that there was no difference in population composition between the TPETM group and RFPETM group students, which did not affect the statistical analysis of this study. Quantitative evaluation of learning process showed that RFPETM significantly improved students' scores in pharmacology experimental courses at different stages. The RFPETM group showed a significant correlation between student classroom performance scores and final scores, while no such correlation was observed in the TPETM group, suggesting that the improvement of students' grades in the RFPETM group was related to their classroom performance. We conducted a questionnaire survey on "Student knowledge acquisition" among the RFPETM students, and the results showed that the majority of students believed that RFPETM teaching helped their knowledge acquisition, and the evaluation was positive. The questionnaire survey also showed that students affirmed the role of RFPETM in teaching methods, students' learning experiences, and the cultivation of innovative abilities. RFPETM teaching was beneficial for pharmacology experimental teaching and helped students cultivate their innovative abilities.
SN  - 0304-5412
SN  - 1536-5964
ER  -