Wang Liwei, Xu Yantao, Zhang Mianmian, Bai Renren, Xie Tian
School of Pharmacy, Hangzhou Normal University, Hangzhou, 311121, PR China.
Key Laboratory of Elemene Class Anti-Cancer Chinese Medicines, Engineering Laboratory of Development and Application of Traditional Chinese Medicines, Collaborative Innovation Center of Traditional Chinese Medicines of Zhejiang Province, Hangzhou Normal University, Hangzhou, 311121, PR China.
BMC Med Educ. 2025 Jul 1;25(1):964. doi: 10.1186/s12909-025-07549-1.
In 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.
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.
The 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.
Statistical 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 ( < 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.
The 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.
The online version contains supplementary material available at 10.1186/s12909-025-07549-1.
在人工智能（AI）技术快速发展的背景下，提问已成为与AI有效协作中日益活跃且关键的组成部分。此外，运用多学科知识分析和解决问题的能力对于强化学习至关重要。尽管其重要性，但在课程教学中针对学生提问和知识整合训练的研究却很匮乏。
本研究旨在探索基于布鲁姆的“综合知识应用提问训练（Q - TOCKA）”方法的创新教学方法的效果。该方法整合了教师 - AI - 学生互动模式，促进在学习过程中的深度参与。
该研究包括两组学生：一个对照班级组和一个实验班级组。在《药用植物学与生药学》课程的四个基于问题的学习（PBL）作业过程中，实验班级接受基于布鲁姆的逐步练习的Q - TOCKA，并与教师 - AI - 学生深度互动交流模式相结合。相反，对照班级采用传统的师生二分法交流方式。使用R统计软件、互动模型回归分析和预测模型霍尔特线性趋势法分析对两个班级学生的提问和知识应用得分进行分析。此外，对实验班级学生的课程问卷调查数据进行了统计收集。
使用R进行的统计分析显示，与对照班级相比，实验班级在课程结束后的两到四个PBL作业中的提问和知识综合应用得分显著更高（<0.05）。皮尔逊相关分析表明提问得分与综合知识应用得分之间存在线性相关性。此外，互动模型的回归分析表明提问能力与综合知识应用之间存在协同关系。霍尔特线性趋势法表明，随着训练次数的增加，新教学方法对学生提问和知识应用能力的积极影响变得更加明显。问卷调查结果显示，超过90%的实验班级学生对新教学方法表示认可。
创新教学方法显著提高了学生的提问能力及其综合知识应用能力。学生的积极反馈表明，这种教学方法有望在各类课程中得到更广泛的应用和推广。
在线版本包含可在10.1186/s12909 - 025 - 07549 - 1获取的补充材料。
