ArticleBMC medical education2025
Application of AI-assisted multi-advisor system combined with BOPPPS teaching model in clinical pharmacy education.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Application and effectiveness analysis of AI Intelligent tutoring system combined with knowledge graph in basic medical pathology teaching.BMC medical education · 2026Trial
- Application of scenario simulation based on boppps model in physical diagnostics--a practical exploration of integrated teaching mode for cardiac physical examination and electrocardiogram.BMC medical education · 2025Article
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Authors and funding
7 authors.
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No grant is acknowledged in the PubMed record.
Abstract
backgroundThe development of clinical pharmacy in China has been relatively slow, and standardized, effective training for clinical pharmacists remains a major challenge. At present, traditional teaching methods are not conducive to cultivating clinical practice abilities or critical thinking, leading to a lack of enthusiasm among students. To address this issue, a hybrid teaching model combining an AI-assisted multi-advisor system with the BOPPPS (bridge, objective, pre-assessment, participatory learning, post-assessment, summary) teaching method was applied in clinical pharmacy education.
methodsIn this study, a teaching model was developed that consists of five components: advisor system, teaching strategy, teaching method, teaching mode, and assessment methods. The model was implemented in the Pharmacy Department of Xiangya Hospital at Central South University in Changsha, China, from spring 2023 to spring 2024. After the spring 2024 training session, anonymous questionnaires were completed by students. The effects of the teaching reform were evaluated. The questionnaire focused on clinical practice effectiveness, course design rationality, improvement in professional ability, interest in learning, and perceptions of ChatGPT as a teaching tool.
resultsA total of 81 students participated in the study, with 69 completing the questionnaire survey (response rate: 85.2%, n = 69). Overall, students gave positive comments regarding the instructional improvements. A higher proportion of interns and advanced students considered the courses difficult (32.4%, n = 12 and 31.6%, n = 6, respectively). Identified shortcomings include the frequent periodic assessments and increased pressure. Regarding the use of ChatGPT, 49 students (71.0%, n = 49) commented that it played a multidimensional role in teaching. The most valued asset was its ability to provide massive data information (43.5%, n = 30), while the lack of interactivity was a prominent issue (56.5%, n = 39).
conclusionThis innovative teaching model integrating an AI-assisted BOPPPS framework with a supervised ChatGPT implementation may facilitate the comprehensive self-evaluation of abilities. This research offers a replicable model for AI-driven educational transformation in clinical pharmacy training.
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