Abstract To explore the implementation methods and application effects of the research-based teaching mode in a pharmacology course,students from classes 1-4 of the 2021 clinical medicine program(n=108) at a medical university were selected as the control group and taught using traditional lecture-based methods.Meanwhile,students from classes 1-4 of the 2022 clinical medicine program(n=122) were assigned to the experimental group and taught using the research-based teaching mode.The teaching effectiveness of this mode was evaluated from dimensions including students' recognition,satisfaction,autonomous learning ability,and critical thinking ability through questionnaire surveys and academic performance analysis.The results demonstrated that,compared with the traditional teaching approach,the class adopting the research-based teaching mode showed significant improvements in learning motivation,scientific research interest,and multiple competencies(p<0.05).Further analysis revealed that students in the experimental group exhibited significantly stronger self-directed learning and critical thinking abilities than those in the control group(p<0.05),along with higher overall satisfaction(p<0.05).Interestingly,both the examination scores and final grades of the experimental group were also significantly higher than those of the traditional teaching group(p<0.05).The results indicated that the application of research-based teaching in the pharmacology course effectively promoted the development of students' abilities to identify,analyze,and solve problems,while enhancing their self-directed learning and critical thinking.Furthermore,this approach demonstrated positive impacts on stimulating learning interest and improving academic performance.
JIA Shan-Shan, LI Chang-Zheng. Empirical Study on Effectiveness of Research-Based Teaching Mode in Pharmacology[J]. Chinese Journal of Chemical Education, 2026, 47(12): 79-87.
