ArticleBMC medical education2025
Teaching innovation in a pharmacy course: integration of "Questioning-Training of Comprehensive Knowledge Application" and a "Teacher-AI-Student Interaction Model".
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.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Effectiveness of ChatGPT and DeepSeek in Urology Medical Education: Randomized Controlled Trial.Journal of medical Internet research · 2026Trial
- Promise, Mimicry, and Surveillance: Responsibly Integrating Artificial Intelligence With Socratic Inquiry in Medical Education.JMIR medical education · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
backgroundIn the context of the rapid development of artificial intelligence (AI) technology, questioning has become an increasingly active and critical component of effective collaboration with AI. Also, the ability to apply knowledge from various disciplines to analyze and address problems is essential for enhanced learning. Despite its importance, studies on training students in questioning and knowledge integration within course teaching are lacking. PURPOSE: This study aimed to explore the effects of an innovative teaching approach based on the Bloom-based “Questioning-Training of Comprehensive Knowledge Application (Q-TOCKA)” method. This approach integrates a teacher-AI-student interaction model, promoting deeper engagement in the learning process.
methodsThe study included two groups of students: a control class group and an experimental class group. In the context of four problem-based learning (PBL) assignments during the course of Pharmaceutical Botany and Pharmacognosy, the experimental class was subjected to Bloom-based Q-TOCKA of progressive exercises, paired with the teacher-AI-student in-depth interaction and communication model. Conversely, the control class followed the traditional teacher-student dichotomous communication method. The students’ questioning and knowledge application scores in both classes were analyzed using R statistical software, interaction model regression analysis, and prediction model Holt linear trend method analysis. Additionally, the data from a course questionnaire survey for students in the experimental class were statistically collected.
resultsStatistical analysis using R revealed significantly higher scores of the experimental class in questioning and comprehensive application of knowledge across the two to four post-course PBL assignments (P < 0.05) compared with the control class. Pearson correlation analysis indicated a linear correlation between questioning scores and comprehensive knowledge application scores. Furthermore, the regression analysis of the interaction model suggested a synergistic relationship between questioning ability and comprehensive knowledge application. Holt linear trend method indicated that the positive impact of the new teaching method on students’ questioning and knowledge application abilities became more pronounced with an increase in the number of training sessions. The questionnaire survey results showed that more than 90% of the experimental-class students expressed a favorable attitude toward the new teaching approach.
conclusionsThe innovative teaching method significantly enhanced students’ questioning abilities and their capacity for comprehensive knowledge application. The positive feedback from students indicates that this teaching approach holds promise for broader application and promotion across various courses.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.