Innovative pedagogy in toxicology education: curriculum design and implementation for “Substance Abuse and Addiction”

Objectives Substance abuse and addiction represent a critical yet frequently overlooked component of toxicology education within preventive medicine curricula in China. Despite their significant public health burden, these topics are often absent from standard toxicology courses, leading to a gap in professional training. This study addresses this deficit by developing an instructional module focused specifically on the neurobiological mechanisms and social implications of drug addiction, aiming to equip students with evidence-based knowledge and intervention strategies. Methods The module integrates problem-based learning (PBL) and inquiry-based learning (IBL) within a BOPPPS (Bridge-in, Objective/Outcome, Pre-assessment, Participatory learning, Post-assessment, and Summary) and Storyline framework, structured around outcome-based education (OBE) principles. Core content covers addiction concepts, substance classification, and neural mechanisms, incorporating frontier research to clarify complex topics and foster critical thinking. Guided by the student-centered and problem-oriented philosophy, the instructional activities are designed to encourage active participation, foster intrinsic motivation, and cultivate a dynamic teacherstudent interaction within a progressive and logically coherent class environment. Results By incorporating frontier research, the module helps clarify complex topics and foster critical thinking among students. This innovative pedagogy enhances standard toxicology content and supports the attainment of teaching objectives. Conclusions The instructional module improves educational outcomes in both knowledge acquisition and professional skill development for preventive medicine students, effectively filling the training gap related to substance abuse and addiction in traditional toxicology education.