Objective Based on the licensed pharmacist examination outline, this study aims to strengthen the teaching reform of pharmaceutical analysis courses in colleges and universities and provide support for cultivating high-quality pharmaceutical service talents. Methods Comparing the characteristics of traditional teaching curricula, the BOPPPS teaching model was introduced, dividing the teaching process into six modules: bridge-in, learning objective, pretest, participatory learning, posttest, and summary. Simultaneously, a multi-level and multi-dimensional evaluation system was established. During the 2024–2025 academic year, a comparative analysis was conducted between a class group adopting BOPPPS teaching mode (experimental group, n=152) and a class group using traditional teaching mode (control group, n=148). The licensed pharmacist simulation exam results and course satisfaction were examined. Results The overall pass rate of the experimental group was significantly higher than that of the control group (87.5% vs. 68.9%, P<0.01). The experimental group also achieved notably higher scores in case analysis and practical application questions (82.3% vs. 63.7%, P<0.01), along with a slight improvement in basic knowledge questions (76.4% vs. 71.2%, P<0.05). Satisfaction ratings were significantly higher in the experimental group (4.52±0.63) than in the control group (3.78±0.71, P<0.01). More than 90% of the students in the experimental group agreed that the BOPPPS teaching model could "stimulate learning interest", "help understand abstract concepts", and "improved the ability to solve practical problems". Conclusion The BOPPPS teaching model, with its clear structure and emphasis on interactive participation, effectively bridges pharmaceutical analysis course and the requirements of licensed pharmacist examination. It enhances students' knowledge application abilities, practical skills, and examination preparation, proving to be a feasible and effective strategy for improving teaching outcomes. Future reforms should focus on deeper integration of teaching modules with pharmaceutical analysis content, strengthen faculty training, and improve resource support to achieve sustainable quality improvement.