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Li S, Wei W, Li X, Ma L, Li Q, Sun X, Chen X. Impacts of blended learning with BOPPPS model on Chinese medical undergraduate students: a comprehensive systematic review and meta-analysis of 44 studies. BMC MEDICAL EDUCATION 2024; 24:914. [PMID: 39180016 PMCID: PMC11344447 DOI: 10.1186/s12909-024-05917-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2023] [Accepted: 08/16/2024] [Indexed: 08/26/2024]
Abstract
BACKGROUND With the development of Internet information technology, especially the impact of the sudden outbreak of the novel coronavirus disease 2019 epidemic, along with the call for "classes suspended but learning continues," a large number of medical educators have learned and experienced online teaching. They have understood the shortcomings of traditional teaching methods. Not only the blended BOPPPS teaching mode combines the advantages of the BOPPPS teaching mode but also the online teaching platform breaks through the limitation of time and space. However, a general consensus on the effectiveness of the blended BOPPPS teaching strategy in China is lacking, and few studies use quantitative synthesis to evaluate the effectiveness of this teaching strategy. Hence, this study aimed to assess the overall effectiveness of online and offline blended BOPPPS teaching strategies in higher medical education in China compared with the lecture-based learning (LBL) teaching model. METHODS Studies that blended learning with the BOPPPS model in China from January 2000 to October 2023 were searched in the Chinese and English-language online databases. We analyzed the objective and subjective scores of students and performed subgroup analysis for specialties and online teaching platforms. The data were analyzed using the Stata version 14.0 software. The quality assessment was performed using the Jadad scoring scale. RESULTS Forty-four studies were included in this meta-analysis. Compared with the LBL mode, the blended the BOPPPS teaching mode was more effective in terms of the overall capacity [standardized mean difference (SMD) = 1.193, 95% confidence interval (CI): 0.813-1.572], mastery of medical theory knowledge (SMD = 1.090, 95% CI: 0.730-1.450), and practical skills (SMD = 1.246, 95% CI: 0.799-1.693). The analyzed questionnaire surveys indicated the positive effects of the blended BOPPPS teaching mode on classroom satisfaction, autonomous learning ability, learning interest, teamwork ability, interpersonal skills, ability to analyze and solve problems, group interaction, learning engagement, and learning strategies. CONCLUSIONS The study underscored that the blended BOPPPS teaching mode could effectively improve the comprehensive quality of students. The subjective scores also indicated that students generally preferred this novel teaching mode.
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Affiliation(s)
- Shuze Li
- Department of Epidemiology, School of Public Health, Dalian Medical University, Dalian, China
| | - Wei Wei
- Department of Neurosurgery, Central Hospital of Dalian University of Technology, Dalian, China
| | - Xiaofeng Li
- Department of Epidemiology, School of Public Health, Dalian Medical University, Dalian, China
| | - Li Ma
- Department of Epidemiology, School of Public Health, Dalian Medical University, Dalian, China
| | - Qiujuan Li
- Experimental Teaching Center of Public Health, Dalian Medical University, Dalian, China
| | - Xiance Sun
- Department of Occupational and Environmental Health, School of Public Health, Dalian Medical University, Dalian, China
| | - Xin Chen
- Department of Epidemiology, School of Public Health, Dalian Medical University, Dalian, China.
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Fan D, Wang C, Qin X, Qiu S, Xu Y, Wang Y, Hou J. Evaluation of the BOPPPS model on otolaryngologic education for five-year undergraduates. BMC MEDICAL EDUCATION 2024; 24:860. [PMID: 39123159 PMCID: PMC11316353 DOI: 10.1186/s12909-024-05868-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/11/2024] [Accepted: 08/06/2024] [Indexed: 08/12/2024]
Abstract
BACKGROUND This study aimed to assess the effectiveness of the BOPPPS model (bridge-in, learning objective, pre-test, participatory learning, post-test, and summary) in otolaryngology education for five-year undergraduate students. METHODS A non-randomized controlled trial was conducted with 167 five-year undergraduate students from Anhui Medical University, who were allocated to an experimental group and a control group. The experimental group received instruction using the BOPPPS model, while the control group underwent traditional teaching methods. The evaluation of the teaching effectiveness was performed through an anonymous questionnaire based on the course evaluation questionnaire. Students' perspectives and self-evaluations were quantified using a five-point Likert scale. Furthermore, students' comprehension of the course content was measured through a comprehensive final examination at the end of the semester. RESULTS Students in the experimental group reported significantly higher scores in various competencies compared to the control group: planning work (4.27 ± 0.676 vs. 4.03 ± 0.581, P < 0.05), problem-solving skills (4.31 ± 0.624 vs. 4.03 ± 0.559, P < 0.01), teamwork abilities (4.19 ± 0.704 vs. 3.87 ± 0.758, P < 0.05), and analytical skills (4.31 ± 0.719 vs. 4.05 ± 0.622, P < 0.05). They also reported higher motivation for learning (4.48 ± 0.618 vs. 4.09 ± 0.582, P < 0.01). Additionally, students in the experimental group felt more confident tackling unfamiliar problems (4.21 ± 0.743 vs. 3.95 ± 0.636, P < 0.05), had a clearer understanding of teachers' expectations (4.31 ± 0.552 vs. 4.08 ± 0.555, P < 0.05), and perceived more effort from teachers to understand their difficulties (4.42 ± 0.577 vs. 4.13 ± 0.59, P < 0.01). They emphasized comprehension over memorization (3.65 ± 1.176 vs. 3.18 ± 1.065, P < 0.05) and received more helpful feedback (4.40 ± 0.574 vs. 4.08 ± 0.585, P < 0.01). Lecturers were rated better at explaining concepts (4.42 ± 0.539 vs. 4.08 ± 0.619, P < 0.01) and making subjects interesting (4.50 ± 0.546 vs. 4.08 ± 0.632, P < 0.01). Overall, the experimental group expressed higher course satisfaction (4.56 ± 0.542 vs. 4.34 ± 0.641, P < 0.05). In terms of examination performance, the experimental group scored higher on the final examination (87.7 ± 6.7 vs. 84.0 ± 7.7, P < 0.01) and in noun-interpretation (27.0 ± 1.6 vs. 26.1 ± 2.4, P < 0.01). CONCLUSION The BOPPPS model emerged as an effective and innovative teaching method, particularly in enhancing students' competencies in otolaryngology education. Based on the findings of this study, educators and institutions were encouraged to consider incorporating the BOPPPS model into their curricula to enhance the learning experiences and outcomes of students.
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Affiliation(s)
- Dachuan Fan
- Department of Otorhinolaryngology Head and Neck Surgery, the Second Affiliated Hospital of Anhui Medical University, Hefei, 230601, Anhui Province, China
| | - Chao Wang
- Department of Economics and Trade, School of Economics and Management, Hefei University, No. 99 Jinxiu Avenue, Hefei, 230601, Anhui Province, China
| | - Xiumei Qin
- Department of Otorhinolaryngology Head and Neck Surgery, the Second Affiliated Hospital of Anhui Medical University, Hefei, 230601, Anhui Province, China
| | - Shiyu Qiu
- Department of Otorhinolaryngology Head and Neck Surgery, the Second Affiliated Hospital of Anhui Medical University, Hefei, 230601, Anhui Province, China
| | - Yan Xu
- Department of Otorhinolaryngology Head and Neck Surgery, the Second Affiliated Hospital of Anhui Medical University, Hefei, 230601, Anhui Province, China
| | - Yatang Wang
- Department of Otorhinolaryngology Head and Neck Surgery, the Second Affiliated Hospital of Anhui Medical University, Hefei, 230601, Anhui Province, China
| | - Jinxiao Hou
- Department of Hematology, the Second Affiliated Hospital of Anhui Medical University, NO. 678, Furong Road, Hefei, 230601, Anhui Province, China.
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Feng X, Wu W, Bi Q. Reform of teaching and practice of the integrated teaching method BOPPPS-PBL in the course "clinical haematological test technique". BMC MEDICAL EDUCATION 2024; 24:773. [PMID: 39030580 PMCID: PMC11264887 DOI: 10.1186/s12909-024-05765-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/16/2024] [Accepted: 07/11/2024] [Indexed: 07/21/2024]
Abstract
BACKGROUND In order to meet the demand for laboratory talents in the clinical laboratory industry and address the current curriculum characteristics and shortcomings of the teaching mode of "Clinical Hematology Laboratory Technology", we investigated the effectiveness of the bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary model combined with problem-based learning (BOPPPS-PBL) in undergraduate teaching of this course. METHOD Seventy students majoring in Medical Laboratory Technology from the Army Medical University in the past 5 years have been selected and divided into two groups with the same teaching content and time. The control group (2015 and 2016 grades) used traditional teaching methods, while the experimental group (2017, 2018 and 2019 grades) used the BOPPPS-PBL model. After class, diverse evaluation methods were used to analyze the formative and summative exam scores of the two groups of students. RESULTS After the reform, students performed significantly better in exams than before. In addition, the new teaching methods have had a positive impact, with students demonstrating high motivation for self-directed learning and problem-solving abilities. CONCLUSION Compared to traditional teaching methods. The BOPPPS-PBL integrated case study education model is a relatively effective teaching method to improve students' problem-solving ability and comprehensive practical ability.
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Affiliation(s)
- Xinrui Feng
- Department of Clinical Hematology, College of Pharmacy and Laboratory Medicine Science, Army Medical University, Chongqing, 400038, China
| | - Weiru Wu
- Department of Clinical Hematology, College of Pharmacy and Laboratory Medicine Science, Army Medical University, Chongqing, 400038, China
| | - Qinghua Bi
- Department of Clinical Hematology, College of Pharmacy and Laboratory Medicine Science, Army Medical University, Chongqing, 400038, China.
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Shen Y. The application of the BOPPPS model in the ward rounds of nurses' standardized training in Southwest China: a mixed methods study. Front Med (Lausanne) 2024; 11:1276652. [PMID: 38994347 PMCID: PMC11236687 DOI: 10.3389/fmed.2024.1276652] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2023] [Accepted: 06/11/2024] [Indexed: 07/13/2024] Open
Abstract
Background Teaching ward rounds are the main teaching method used to develop clinical skills in standardized nursing training. However, the existing methods lack of cultivation of comprehensive ability and humanistic care for nurses, cannot meet the requirements of standardized training for nurses. BOPPPS (bridge-in, objective, pre-assessment, participatory Learning, post-assessment, and summary) is a student-centered teaching model that has been proven to enhance classroom teaching effectiveness. Therefore, the BOPPPS model was applied and its effectiveness in standardized nursing training was evaluated. Methods In total, 260 nursing students were randomly allocated to two groups: the experimental group used the BOPPPS model and the control group used the traditional teaching model. This study used a mixed quantitative and qualitative research method to evaluate the effectiveness of the BOPPPS model. Results The quantitative results were as follows: no significant difference in baseline scores was observed between the two groups before training. After training, the theory and practical scores in the experimental group were significantly higher than that of the control group. Similarly, students in the experimental group presented higher comprehensive ability scores than their counterparts. The students in the experimental group also exhibited higher satisfaction compared to the control group, while there was no difference in teacher satisfaction scores between the two groups (p = 0.323). Qualitative data showed that the vast majority of nurses and teachers agreed on the value of BOPPPS training. Conclusion Compared to traditional teaching methods, the BOPPPS model was more effective in standardized nursing training. We recommend applying the BOPPPS model to nursing training.
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Affiliation(s)
- Ying Shen
- Nursing Department, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
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Li Y, Li X, Liu Y, Li Y. Application effect of BOPPPS teaching model on fundamentals of nursing education: a meta-analysis of randomized controlled studies. Front Med (Lausanne) 2024; 11:1319711. [PMID: 38784229 PMCID: PMC11111886 DOI: 10.3389/fmed.2024.1319711] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2023] [Accepted: 04/25/2024] [Indexed: 05/25/2024] Open
Abstract
Background BOPPPS (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) is a student-centered, closed-loop teaching model that emphasizes real-time communication and feedback. Objectives The purpose of this study was to review and evaluate the effect of BOPPPS teaching model in "Fundamentals of Nursing" teaching. Methods We conducted a meta-analysis of randomized controlled trials (RCTs) based on the BOPPPS teaching model in "Fundamentals of Nursing" teaching. To review domestic and foreign databases for the period 2010 to September 2023. Finally, 13 RCTs were included and the teaching outcomes were measured and analyzed. Two researchers independently identified, selected, and extracted data from the study and examined the risk of bias. The primary outcomes were students' examination scores (theoretical scores: scores obtained in the nursing fundamentals course, reflecting students' understanding and mastery of the course content; practical scores: assessment results based on practical application or experimental skills, evaluating students' practical skill level). The secondary outcomes were self-learning ability score: indicators assessing students' self-directed learning ability, reflecting their competence in independent learning and autonomous exploration; and satisfaction rate of teaching effect: the overall satisfaction rate of students with the teaching effects experienced during teaching process reflects the proportion of students' acceptance and satisfaction with the teaching program. The results were evaluated using the Grading of Recommendations, Assessment, Development, and Evaluations (GRADE) profiler software. The GRADE profiler software is used to assess and grade the recommendations according to the GRADE (Grading of Recommendations Assessment, Development, and Assessment) criteria. Results A total of 13 studies were included, consisting of 2,991 nursing students. Among them, 1,465 students were in the BOPPPS teaching group, while 1,526 students were in the traditional teaching group. The summary analysis of the main outcomes showed that the BOPPPS teaching model had significantly higher scores in theoretical score (MD = 3.35, 95% CI: 2.35-4.35, Z = 6.56, p < 0.00001), practice score (MD = 4.50, 95% CI: 1.95-7.05, Z = 3.45, p = 0.0006), and self-learning ability score (MD = 6.76, 95% CI: 5.38-8.14, Z = 9.60, p < 0.00001) compared to the traditional teaching group. The satisfaction rate of students in the BOPPPS teaching group regarding teaching effectiveness was 89% (95% CI = 0.84-0.93). The differences were statistically significant (p < 0.05). The GRADE evidence level for theoretical score and satisfaction rate of teaching effect is low. The evidence level for practice score is very low, and for self-learning ability score is moderate. Conclusion The BOPPPS teaching mode is helpful to improve the theoretical score, practice score, and self-learning ability score of "Fundamentals of Nursing," and improve the satisfaction rate of students to the teaching effect. The teaching effect is better than the traditional teaching method.
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Affiliation(s)
| | - Xiao Li
- Nursing College of Yunnan University of Traditional Chinese Medicine, Kunming City, China
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Wang T, Zhou Y, Xu M, Deng Y. Continuing medical education for attending physicians in anesthesia: Feasibility of an innovative blended learning approach. Medicine (Baltimore) 2024; 103:e37947. [PMID: 38669423 PMCID: PMC11049706 DOI: 10.1097/md.0000000000037947] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/05/2024] [Accepted: 03/29/2024] [Indexed: 04/28/2024] Open
Abstract
Continuing medical education plays a pivotal role in fostering and upholding the standard of excellence in medicine. Both SPOC (small private online course) and BOPPPS (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) methodologies are rooted in the same educational and learning theories, emphasizing active student engagement, interaction, and feedback. Using ultrasound-guided spinal anesthesia as an exemplar, we aimed to investigate the feasibility of blended teaching (combination of BOPPPS and SPOC) for anesthesiology clinicians and explore trainees' and trainers' perspectives towards the innovative method. Twenty-seven attending anesthesiologists were randomly divided into experimental group (n = 14, blended teaching method) and control group (n = 13, traditional teaching method). The questionnaire was administered before and a week post-training. Their operative skills (measured by operation time) were assessed. The students' cognitive evaluation of the blended teaching mode was conducted in the experimental group. The experimental group demonstrated notably higher theoretical scores compared to the control group [(46.42 ± 5.345) vs (41.92 ± 5.219), t = 2.213, P < .05]. The operation time in the experimental group was significantly shorter than that in the control group [(84.79 ± 28.450) seconds vs (114.23 ± 35.607) seconds, t = -2.383, P < .05]. Most participants preferred blended learning as it was more effective than traditional learning. Suggestions for enhancement included enhanced online interactivity with trainers and the inclusion of case analysis. Integration of blended teaching incorporating BOPPPS and SPOC methodologies holds promise for enhancing the efficiency of skill training among anesthesiologists. Blended learning may become a viable and well-received option among anesthesia clinicians in China.
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Affiliation(s)
- Tian Wang
- Department of Anesthesiology, Peking University Third Hospital, Beijing, China
| | - Yang Zhou
- Department of Anesthesiology, Peking University Third Hospital, Beijing, China
| | - Mao Xu
- Department of Anesthesiology, Peking University Third Hospital, Beijing, China
| | - Ying Deng
- Department of Anesthesiology, Peking University Third Hospital, Beijing, China
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Shen B, Chen Y, Wu Y, Lan Y, He X, Wang N, Liu J, Yu Y. Development and effectiveness of a BOPPPS teaching model-based workshop for community pharmacists training. BMC MEDICAL EDUCATION 2024; 24:293. [PMID: 38491397 PMCID: PMC10943807 DOI: 10.1186/s12909-024-05282-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/02/2024] [Accepted: 03/09/2024] [Indexed: 03/18/2024]
Abstract
BACKGROUND/AIM With the pharmaceutical innovation and clinical knowledge updating, the continuing education and on-the-job training are extremely important for improving community pharmacists' professional competence. Previous training often adopted traditional lecture-based teaching, and the efficacy was limited. The aim of this study is to develop a new strategy for community pharmacist training. METHODS Based on the BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment and Summary) teaching model and workshop method, a continuing on-the-job training program was constructed. Participates were randomly and evenly divided into two groups by random number table method. Twenty-four community pharmacists in total completed all training contents and evaluation components in this study. Twelve pharmacists in experimental group were trained via this new BOPPPS-based workshop, while others still adopted traditional didactic lecture-based approaches. RESULTS After training, quantitative examination combined with clinical pharmacy practice tests were carried out to evaluate the effectiveness and outcomes of two training groups. For written exam, the total scores from the BOPPPS-based workshop group (82.67 ± 4.70) was higher than that of traditional lectured-base group (73.75 ± 6.15) (P < 0.001). Encouragingly, compared with the results of practical ability assessment from traditional training group (71.75 ± 4.75), the pharmacists receiving BOPPPS-based workshop training presented more excellent performance (78.25 ± 5.03), which displayed statistically significant differences (P < 0.01). In addition, an anonymous questionnaire was used to survey trainees' feelings after completing this continuing education program. The results revealed that the BOPPPS-based workshop can bring a better learning experience than traditional lecture-based training, and the percentages of positive response to each item were more than 91.7%. CONCLUSIONS Through multi-dimensional evaluation, it was suggested that our BOPPPS-based workshop achieved desired training effects. Moreover, our research also demonstrated that this strategy had advantages of stimulating inspiration, autonomous learning, team-work spirit and pharmacy practice improvement. It may provide a reference of innovative training method for community pharmacists.
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Affiliation(s)
- Bingzheng Shen
- Department of Pharmacy, Renmin Hospital, Wuhan University, Wuhan, China
- Department of Clinical Pharmacy, School of Pharmaceutical Science, Wuhan University, Wuhan, China
| | - Yating Chen
- Department of Pharmacy, Renmin Hospital, Wuhan University, Wuhan, China
| | - Yue Wu
- Department of Pharmacy, Renmin Hospital, Wuhan University, Wuhan, China
| | - Yu Lan
- Department of Pharmacy, Renmin Hospital, Wuhan University, Wuhan, China
| | - Xiaoqin He
- Teaching Affair Office, The First Clinical College, Wuhan University, Wuhan, China
| | - Na Wang
- Teaching Affair Office, The First Clinical College, Wuhan University, Wuhan, China
| | - Jun Liu
- Health Service Center, Xianghe Community, Wuhan, China
| | - Yan Yu
- Department of Gastroenterology, Tongji Hospital of Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China.
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Wang Y, Chen Y, Wang L, Wang W, Kong X, Li X. Assessment of the effectiveness of the BOPPPS model combined with case-based learning on nursing residency education for newly recruited nurses in China: a mixed methods study. BMC MEDICAL EDUCATION 2024; 24:215. [PMID: 38429761 PMCID: PMC10908075 DOI: 10.1186/s12909-024-05202-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2022] [Accepted: 02/20/2024] [Indexed: 03/03/2024]
Abstract
BACKGROUND Expanding new nurse training and education is a priority for nursing educators as well as a critical initiative to stabilize the nursing workforce. Given that there is currently no standardized program for the training of new nurses in China, we investigated the effectiveness of the bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary model combined with case-based learning ((BOPPPS-CBL) for the standardized training of new nurses. METHODS The mixed method approach with explanatory sequential (quantitative-qualitative) method was used. A questionnaire was used to compare the impact of the BOPPPS-CBL model and the Traditional Learning Model (TLM) on the core competencies of 185 new nurses for two years of standardized training. Quantitative data were analyzed using SPSS 22.0. Focus group interviews were used with four groups of new nurses and perceptions of BOPPPS-CBL training were recorded. Qualitative data were analyzed thematically. RESULTS According to the quantitative data, more new nurses agreed that the BOPPPS-CBL model stimulated their learning and improved their core nursing competencies than the TLM. The BOPPPS-CBL group outperformed the TLM group on theoretical knowledge tests. Qualitative data revealed that 87.5% of new nurses agreed on the value of BOPPPS-CBL training, and three themes were extracted: (1) role promotion; (2) formation of new thinking to solve clinical problems; and (3) suggestions for improvement. CONCLUSION BOPPPS-CBL training had a significant impact on improving new nurses' core competencies and promoting the transition of new nurses to clinical practice nurses in China. The study recommends BOPPPS-CBL training as an effective teaching model for the standardized training and education of new nurses.
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Affiliation(s)
- Yongli Wang
- Peking University People's Hospital, No. 11 Xizhimen South Street, Xicheng Dist, 100044, Beijing, China
| | - Yiqian Chen
- Nursing School of Peking University, 100191, Beijing, China
| | - Ling Wang
- Peking University People's Hospital, No. 11 Xizhimen South Street, Xicheng Dist, 100044, Beijing, China
| | - Wen Wang
- Peking University People's Hospital, No. 11 Xizhimen South Street, Xicheng Dist, 100044, Beijing, China
| | - Xiangyan Kong
- Peking University People's Hospital, No. 11 Xizhimen South Street, Xicheng Dist, 100044, Beijing, China
| | - Xiaodan Li
- Peking University People's Hospital, No. 11 Xizhimen South Street, Xicheng Dist, 100044, Beijing, China.
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Wen H, Xu W, Chen F, Jiang X, Zhang R, Zeng J, Peng L, Chen Y. Application of the BOPPPS-CBL model in electrocardiogram teaching for nursing students: a randomized comparison. BMC MEDICAL EDUCATION 2023; 23:987. [PMID: 38129836 PMCID: PMC10740289 DOI: 10.1186/s12909-023-04983-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Accepted: 12/17/2023] [Indexed: 12/23/2023]
Abstract
BACKGROUND/AIM Interpreting an electrocardiogram (ECG) is a vital skill for nurses in cardiology. This study aimed to evaluate the efficacy of the bridge-in, objective, preassessment, participatory learning, post-assessment, and summary (BOPPPS) model, when combined with case-based learning (CBL), in enhancing nursing students' ECG interpretation capabilities. MATERIALS & METHODS Nursing students were randomly divided into two groups: one utilizing the BOPPPS model combined with CBL (BOPPPS-CBL), and the other employing a traditional lecture-based learning (LBL) model. All participants underwent training and completed pre- and post-course quizzes. RESULTS The BOPPPS-CBL model significantly improved nursing students' abilities in ECG interpretation compared to the traditional LBL model group. The BOPPPS-CBL model proved to be a comprehensive and effective method for enhancing students' attitudes towards teaching and learning. DISCUSSION Our study demonstrated for the first time that the BOPPPS-CBL model is an innovative and effective method for promoting nurses' accuracy in ECG interpretation. It highlights the potential of this approach as a superior alternative to traditional learning methods.
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Affiliation(s)
- Heling Wen
- Department of Cardiology, Sichuan Academy of Medical Science &Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China
| | - Wentao Xu
- School of Medicine, University of Electronic Science and Technology of China, Chengdu, 610075, China
| | - Fuli Chen
- Department of Cardiology, Sichuan Academy of Medical Science &Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China
| | - Xiaoyan Jiang
- Department of Cardiology, Sichuan Academy of Medical Science &Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China
| | - Rui Zhang
- Department of Cardiovascular Surgery, The Seventh People's Hospital of Chengdu, Chengdu, China
| | - Jianhui Zeng
- Department of Cardiology, The Affiliated Hospital of North Sichuan Medical College, Nanchong, China
| | - Lei Peng
- Department of Nephrology, Sichuan Academy of Medical Science &Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China.
| | - Yu Chen
- Department of Cardiology, Sichuan Academy of Medical Science &Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China.
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Lu SY, Ren XP, Xu H, Han D. Improving self-directed learning ability of medical students using the blended teaching method: a quasi-experimental study. BMC MEDICAL EDUCATION 2023; 23:616. [PMID: 37644528 PMCID: PMC10466847 DOI: 10.1186/s12909-023-04565-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2023] [Accepted: 08/03/2023] [Indexed: 08/31/2023]
Abstract
BACKGROUND Self-directed learning (SDL) is one of the most important abilities for medical students in terms of their future clinical medical practice. During the blended teaching process, teachers can design a variety of learning activities to cultivate students' SDL abilities. This study aimed to assess the differences between the SDL abilities of medical students using blended and traditional didactic teaching. METHODS This study included 239 medical students from eight administrative classes. The students were divided into two groups: (1) the experimental group (EG), which included 119 students from four administrative classes, and (2) the control group (CG), which included 120 students from the remaining four classes. From February to July 2022, blended teaching methods were applied to the EG group, and SDL abilities were assessed in comparison to the CG group receiving traditional didactic teaching methods. RESULTS At the end of the semester, significant differences (p < 0.05) were observed between EG and CG in all six SDL ability factors. Furthermore, when k-means cluster analysis was used to analyze the learning behavior of students in the EG after classifying them as comprehensive, interactive, and passive types, significant differences were observed in all six Self-directed learning factors of students with the comprehensive type, whereas significant differences were observed in four factors (setting learning goals and plans, self-monitoring and regulation, information processing, and communication and cooperation) of students with the interactive type. For students with passive type, only one factor of SDL (information processing) showed significant improvement. There were on differences between comprehensive, interactive, and passive types of CG. CONCLUSION The blended teaching approach is better than the conventional didactic teaching for cultivating clinical medical students' SDL abilities.
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Affiliation(s)
- Si Ying Lu
- Department of Clinical Medicine, Jiaxing University Medical College, Jiaxing, 314001, Zhejiang, China
| | - Xiang Peng Ren
- Department of Biochemistry and Molecular Biology, Jiaxing University Medical College, Jiaxing, 314001, Zhejiang, China
| | - Huang Xu
- Department of Biochemistry and Molecular Biology, Jiaxing University Medical College, Jiaxing, 314001, Zhejiang, China.
| | - Dong Han
- Department of Biochemistry and Molecular Biology, Jiaxing University Medical College, Jiaxing, 314001, Zhejiang, China.
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Xu Z, Che X, Yang X, Wang X. Application of the hybrid BOPPPS teaching model in clinical internships in gynecology. BMC MEDICAL EDUCATION 2023; 23:465. [PMID: 37349730 DOI: 10.1186/s12909-023-04455-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2023] [Accepted: 06/15/2023] [Indexed: 06/24/2023]
Abstract
BACKGROUND The traditional gynecological teaching model is not conducive to the cultivation of trainee doctors' clinical skills, thinking patterns and doctor‒patient communication ability. This study aims to explore the effect of the application of the hybrid BOPPPS (bridge-in, objective, preassessment, participant learning, postassessment, summary) teaching model in clinical internships in gynecology. METHODS This observational study was conducted among final-year undergraduate medical trainee doctors at Jiaxing Maternity and Child Health Care Hospital from September 2020 to June 2022. Members of the control group were introduced to the traditional teaching model, while members of the experimental group were introduced to the hybrid BOPPPS teaching model. Trainee doctors' final examination scores and teaching satisfaction were compared. RESULTS The control group consisted of 114 students who entered the university to pursue undergraduate degrees in 2017, and the experimental group consisted of 121 students who entered the university to pursue undergraduate degrees in 2018. The final examination scores attained by trainee doctors in the experimental group were higher than those attained by trainee doctors in the control group (P < 0.05). The final theoretical exam scores attained by members of the control group were significantly higher than their preassessment scores (P < 0.01). The scores differed significantly between female and male subjects before the internship (p<0.05) but not after the internship (p>0.05). In total, 93.4% of trainee doctors in the experimental group thought that the hybrid BOPPPS teaching model helped them improve their case analysis ability, and the difference in this measure between the experimental and control groups was statistically significant (P < 0.05). A total of 89.3% of trainee doctors in the experimental group supported the promotion and application of the hybrid BOPPPS model in practice in other disciplines. CONCLUSION The hybrid BOPPPS teaching model helps improve trainee doctors' learning environment, stimulate their interest and initiative in learning, enhance their clinical practice ability and increase their satisfaction; therefore, this model is worth promoting and applying in practice in other disciplines.
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Affiliation(s)
- Zhengfen Xu
- Department of Science and Education, Jiaxing Maternity and Child Health Care Hospital, College of Medicine, Jiaxing University, Jiaxing, 314000, China
| | - Xuan Che
- Department of gynecology, Jiaxing Maternity and Child Health Care Hospital, College of Medicine, Jiaxing University, Jiaxing, 314000, China
| | - Xiaodi Yang
- Department of gynecology, Jiaxing Maternity and Child Health Care Hospital, College of Medicine, Jiaxing University, Jiaxing, 314000, China
| | - Xiaoxia Wang
- Department of gynecology, Jiaxing Maternity and Child Health Care Hospital, College of Medicine, Jiaxing University, Jiaxing, 314000, China.
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Li Z, Cai X, Zhou K, Qin J, Zhang J, Yang Q, Yan F. Effects of BOPPPS combined with TBL in surgical nursing for nursing undergraduates: a mixed-method study. BMC Nurs 2023; 22:133. [PMID: 37088853 PMCID: PMC10122814 DOI: 10.1186/s12912-023-01281-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2022] [Accepted: 03/29/2023] [Indexed: 04/25/2023] Open
Abstract
BACKGROUND Surgical Nursing is a core subject for nursing undergraduates that requires active and effective learning strategies to cultivate students' autonomous learning competencies and critical thinking. The effects of BOPPPS (Bridge-in, Objectives, Pretest, Participatory Learning, Post-test and Summary) model combined with team-based learning (TBL) have rarely been explored in Surgical Nursing courses. OBJECTIVE To explore the effects of BOPPPS combined with TBL in Surgical Nursing for nursing undergraduates. METHODS A mixed research method of quasi-experimental study design and descriptive qualitative research was used. The control group included 27 nursing undergraduates who had finished the Surgical Nursing course using traditional learning. The experimental group included 36 nursing undergraduates were enrolled in to receive the Surgical Nursing course in the teaching mode of BOPPPS combined with TBL. The quantitative data of students' Surgical Nursing final scores, autonomous learning competencies and critical thinking ability of the two groups were collected and compared by t-test. Qualitative results were obtained through semi-structured interviews and data were analyzed by thematic analysis method. RESULTS Compared with the traditional learning mode, BOPPPS combined with TBL significantly improved nursing students' final examination scores, autonomous learning competencies and critical thinking ability (p < 0.05). Qualitative results from 14 undergraduate nursing students' interviews were summarized into five themes: (1) stimulating learning interest; (2) improving autonomous learning ability; (3) improving the sense of teamwork; (4) exercising critical thinking; and (5) suggestions for improvement. CONCLUSIONS The combination of BOPPPS and TBL positively impacted nursing students by improving their autonomous learning competencies and critical thinking ability. The study suggests BOPPPS combined with TBL learning as an effective, alternative learning mode.
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Affiliation(s)
- Zhiying Li
- School of Nursing, Jinan University, 601 Huangpu Avenue West, Tianhe District, 510632, Guangzhou, China
| | - Xiaoyan Cai
- School of Nursing, Jinan University, 601 Huangpu Avenue West, Tianhe District, 510632, Guangzhou, China
| | - Kebing Zhou
- School of Nursing, Jinan University, 601 Huangpu Avenue West, Tianhe District, 510632, Guangzhou, China
| | - Jieying Qin
- School of Nursing, Jinan University, 601 Huangpu Avenue West, Tianhe District, 510632, Guangzhou, China
| | - Jiahui Zhang
- School of Nursing, Jinan University, 601 Huangpu Avenue West, Tianhe District, 510632, Guangzhou, China
| | - Qiaohong Yang
- School of Nursing, Jinan University, 601 Huangpu Avenue West, Tianhe District, 510632, Guangzhou, China.
| | - Fengxia Yan
- School of Nursing, Jinan University, 601 Huangpu Avenue West, Tianhe District, 510632, Guangzhou, China.
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Yu Z, XU W, Sukjairungwattana P. Meta-analyses of differences in blended and traditional learning outcomes and students' attitudes. Front Psychol 2022; 13:926947. [PMID: 36186290 PMCID: PMC9524290 DOI: 10.3389/fpsyg.2022.926947] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2022] [Accepted: 08/17/2022] [Indexed: 11/13/2022] Open
Abstract
The sudden outbreak of COVID-19 has made blended learning widely accepted, followed by many studies committed to blended learning outcomes and student attitudes. Few studies have, however, focused on the summarized effect of blended learning. To complement this missing link, this study meta-analytically reviews blended learning outcomes and student attitudes by including 30 peer-reviewed journal articles and 70 effect sizes. It concludes that blended learning outcomes are significantly higher than the traditional learning outcomes with a medium effect size, and learners hold significantly more positive attitudes toward blended learning than traditional learning with a medium effect size. Blended learning may be promising, and information technology scientists may focus on the development of more advanced and effective devices to improve blended learning effectiveness.
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Affiliation(s)
- Zhonggen Yu
- Department of English Studies, Faculty of Foreign Studies, Beijing Language and Culture University, Beijing, China
- *Correspondence: Zhonggen Yu ;
| | - Wei XU
- Faculty of Humanities and Social Sciences, City University of Macau, Macau, Macao SAR, China
- Wei XU
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Ma X, Zeng D, Wang J, Xu K, Li L. Effectiveness of bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary teaching strategy in Chinese medical education: A systematic review and meta-analysis. Front Med (Lausanne) 2022; 9:975229. [PMID: 36186766 PMCID: PMC9521335 DOI: 10.3389/fmed.2022.975229] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2022] [Accepted: 08/29/2022] [Indexed: 11/13/2022] Open
Abstract
The BOPPPS teaching strategy has been used recently in many medical courses as an improved and more practical pedagogy in China. Nevertheless, the effectiveness of this pedagogy has not been fully assessed in terms of knowledge and skill outcomes in medical education. This meta-analysis aimed to evaluate the effectiveness of the BOPPPS strategy compared with traditional lecture-based learning (LBL) in Chinese medical education. The English electronic databases of Web of Science, PubMed, Embase, and the Cochrane Library and the Chinese electronic databases of CNKI, CQVIP, Wanfang, and CBM were used to search the publications related to the BOPPPS teaching strategy before 6 Jun 2022. Eligibility publications were retrieved and the data were extracted by two researchers independently according to the predefined inclusion and exclusion criteria. Quality analysis was performed using the Cochrane risk-of-bias tool, and the meta-analysis was performed using RevMan 5.3 and StataSE. We retrieved 367 records and 41 studies with a total of 5,042 medical students in the meta-analysis, which included 34 randomized controlled trials (RCTs) and 7 Cohort studies. In the cumulative meta-analysis, BOPPPS strategy significantly increased skill scores (SS) (SMD: 1.15, 95% CI: 1.00–1.30, P < 0.00001), knowledge examination scores (KES) (SMD: 1.56, 95% CI: 1.24–1.89, P < 0.00001), comprehensive ability scores (CAS) (SMD: 1.22, 95%CI: 0.85–1.59; P < 0.00001), and teaching satisfaction (TS) (OR: 3.64; 95%CI: 2.97–4.46; P < 0.0001) compared to the LBL model among those medical students. Statistically similar results were obtained in the sensitivity analysis. These results showed that the BOPPPS method is an effective teaching strategy for Chinese medical students to improve SS, knowledge scores, CAS, and TS when compared with LBL in medical education. Because of the limited quantity and quality of the included studies, further rigorous studies are needed to conclude with more confidence.
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Affiliation(s)
- Xingming Ma
- School of Health Management, Xihua University, Chengdu, China
- Health Promotion Center, Xihua University, Chengdu, China
- *Correspondence: Xingming Ma,
| | - Dequan Zeng
- School of Health Management, Xihua University, Chengdu, China
| | - Jie Wang
- School of Food and Biological Engineering, Xihua University, Chengdu, China
| | - Kun Xu
- School of Health Management, Xihua University, Chengdu, China
| | - Ling Li
- School of Health Management, Xihua University, Chengdu, China
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15
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Hu K, Ma RJ, Ma C, Zheng QK, Sun ZG. Comparison of the BOPPPS model and traditional instructional approaches in thoracic surgery education. BMC MEDICAL EDUCATION 2022; 22:447. [PMID: 35681190 PMCID: PMC9185859 DOI: 10.1186/s12909-022-03526-0] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Accepted: 06/03/2022] [Indexed: 05/09/2023]
Abstract
BACKGROUND BOPPPS (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) is a student-centered modular teaching model that improves classroom teaching effectiveness. This study's primary aim was to explore whether the BOPPPS model has advantages over traditional instructional approaches in teaching lung cancer courses to clinical medical interns. METHODS A total of 88 students majoring in clinical medicine of Shandong First Medical University and Shandong University, who had clinical practice in thoracic surgery from January 2018 to December 2019, were divided into two groups, receiving the same lung cancer teaching content. The experimental group (n = 44) utilized the BOPPPS model, while the control group (n = 44) used the traditional instructional approach. A questionnaire was used to attain the students' satisfaction and self-evaluation of the course, and a post-study examination was used to assess end-of-course performance. RESULTS The experimental group's theoretical examination scores with the BOPPPS teaching model were significantly higher than those in the control group. Students preferred the BOPPPS model more than the traditional instructional approach in course satisfaction, student-teacher interaction, learning initiative, analytical ability, clinical thinking ability, and self-study ability (p < 0.05). CONCLUSIONS Compared with the traditional instructional approach. The BOPPPS model can better inspire clinical medical students' enthusiasm for thoracic surgery and enhance the students' comprehensive ability. In a word, the BOPPPS model has better teaching effectiveness in the clinical teaching practice of thoracic surgery, which is worthy of reference and popularization.
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Affiliation(s)
- Kang Hu
- Department of Thoracic Surgery, Jinan Central Hospital, Cheeloo College of Medicine, Shandong University, Jinan, 250013, People's Republic of China
- School of Clinical Medicine, Weifang Medical University, Weifang, 261053, People's Republic of China
| | - Rui-Jie Ma
- Department of Thoracic Surgery, Jinan Central Hospital, Cheeloo College of Medicine, Shandong University, Jinan, 250013, People's Republic of China
| | - Chao Ma
- School of Clinical Medicine, Weifang Medical University, Weifang, 261053, People's Republic of China
| | - Qing-Kang Zheng
- School of Clinical Medicine, Weifang Medical University, Weifang, 261053, People's Republic of China
| | - Zhi-Gang Sun
- Department of Thoracic Surgery, Jinan Central Hospital, Cheeloo College of Medicine, Shandong University, Jinan, 250013, People's Republic of China.
- Department of Thoracic Surgery, Central Hospital Affiliated to Shandong First Medical University, Jinan, 250013, People's Republic of China.
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Chen L, Tang XJ, Chen XK, Ke N, Liu Q. Effect of the BOPPPS model combined with case-based learning versus lecture-based learning on ophthalmology education for five-year paediatric undergraduates in Southwest China. BMC MEDICAL EDUCATION 2022; 22:437. [PMID: 35668389 PMCID: PMC9170341 DOI: 10.1186/s12909-022-03514-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/25/2022] [Accepted: 05/30/2022] [Indexed: 05/09/2023]
Abstract
BACKGROUND To investigate the effect of the bridge-in, objective, preassessment, participatory learning, post assessment, and summary (BOPPPS) model combined with case-based learning (CBL) on ophthalmology teaching for five-year paediatric undergraduates. METHODS The effects of the BOPPPS model combined with CBL (BOPPPS-CBL) and traditional lecture-based learning (LBL) on ophthalmology teaching were compared among students in a five-year programme. The questionnaire surveys of the students were collected and statistically analysed after the class. The final examination scores, including on elementary knowledge and case analysis, in the two groups were analysed. RESULTS There were no statistically significant differences between the teachers and students in the baseline data. More students agreed that the BOPPPS-CBL model helped develop their problem-solving skills, analytical skills and motivation for learning better than the LBL model. There was no significant difference in learning pressure between the two groups. The final examination scores of the BOPPPS-CBL group were significantly higher than those of the LBL group. The overall course satisfaction of the BOPPPS-CBL group was obviously higher than that of the LBL group. CONCLUSIONS The BOPPPS-CBL model is an effective ophthalmology teaching method for five-year paediatric undergraduates.
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Affiliation(s)
- Lin Chen
- Department of Ophthalmology, Children's Hospital of Chongqing Medical University, Ministry of Education Key Laboratory of Child Development and Disorders, China International Science and Technology Cooperation Base of Child Development and Critical Disorders, 136, Zhongshan 2nd RD, Yuzhong District, 400014, Chongqing, China
| | - Xiao-Jiao Tang
- Department of Ophthalmology, Children's Hospital of Chongqing Medical University, Ministry of Education Key Laboratory of Child Development and Disorders, China International Science and Technology Cooperation Base of Child Development and Critical Disorders, 136, Zhongshan 2nd RD, Yuzhong District, 400014, Chongqing, China
| | - Xin-Ke Chen
- Department of Ophthalmology, Children's Hospital of Chongqing Medical University, Ministry of Education Key Laboratory of Child Development and Disorders, China International Science and Technology Cooperation Base of Child Development and Critical Disorders, 136, Zhongshan 2nd RD, Yuzhong District, 400014, Chongqing, China
| | - Ning Ke
- Department of Ophthalmology, Children's Hospital of Chongqing Medical University, Ministry of Education Key Laboratory of Child Development and Disorders, China International Science and Technology Cooperation Base of Child Development and Critical Disorders, 136, Zhongshan 2nd RD, Yuzhong District, 400014, Chongqing, China
| | - Qin Liu
- Department of Ophthalmology, Children's Hospital of Chongqing Medical University, Ministry of Education Key Laboratory of Child Development and Disorders, China International Science and Technology Cooperation Base of Child Development and Critical Disorders, 136, Zhongshan 2nd RD, Yuzhong District, 400014, Chongqing, China.
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Yin B, Yuan CH. Detecting latent topics and trends in blended learning using LDA topic modeling. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 27:12689-12712. [PMID: 35692870 PMCID: PMC9169034 DOI: 10.1007/s10639-022-11118-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/20/2022] [Accepted: 05/17/2022] [Indexed: 06/15/2023]
Abstract
With the rapid application of blended learning around the world, a large amount of literature has been accumulated. The analysis of the main research topics and development trends based on a large amount of literature is of great significance. To address this issue, this paper collected abstracts from 3772 eligible papers published between 2003 and 2021 from the Web of Science core collection. Through LDA topic modeling, abstract text content was analyzed, then 7 well-defined research topics were obtained. According to the topic development trends analysis results, the emphasis of topic research shifted from the initial courses about health, medicine, nursing, chemistry and mathematics to learning key elements such as learning outcomes, teacher factors, and presences. Among 7 research topics, the popularity of presences increased significantly, while formative assessment was a rare topic requiring careful intervention. The other five topics had no significant increase or decrease trends, but still accounted for a considerable proportion. Through word cloud analysis technology, the keyword characteristics of each stage and research focus changes of research were obtained. This study provides useful insights and implications for blended learning related research.
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Affiliation(s)
- Bin Yin
- School of Economics and Commerce, University of Electronic Science and Technology of China, Zhongshan Institute, Zhongshan, China
| | - Chih-Hung Yuan
- School of Economics and Commerce, University of Electronic Science and Technology of China, Zhongshan Institute, Zhongshan, China
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Liu XY, Lu C, Zhu H, Wang X, Jia S, Zhang Y, Wen H, Wang YF. Assessment of the effectiveness of BOPPPS-based hybrid teaching model in physiology education. BMC MEDICAL EDUCATION 2022; 22:217. [PMID: 35354465 PMCID: PMC8966603 DOI: 10.1186/s12909-022-03269-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/17/2021] [Accepted: 03/14/2022] [Indexed: 05/09/2023]
Abstract
BACKGROUND Online teaching has become increasingly common in higher education of the post-pandemic era. While a traditional face-to-face lecture or offline teaching remains very important and necessary for students to learn the medical knowledge systematically, guided by the BOPPPS teaching model, combination of online and offline learning approaches has become an unavoidable trend for maximizing teaching efficiency. However, in physiological education, the effectiveness of combined online teaching and offline teaching models remains poorly assessed. The present study aims at providing an assessment to the hybrid teaching model. METHODS The study was performed among undergraduate medical students of Class 2017 ~ 2019 in the Physiology course in Harbin Medical University during 2018-2020. Based on established offline teaching model with BOPPPS components in 2018, we incorporated online teaching contents into it to form a hybrid BOPPPS teaching model (HBOPPPS, in brief), preliminarily in 2019 and completely in 2020. HBOPPPS effectiveness was assessed through comparing the final examination scores of both objective (multi-choice and single answer questions) and subjective (short and long essays) questions between classes taught with different modalities. RESULTS The final examination score of students in Class 2019 (83.9 ± 0.5) who were taught with the HBOPPPS was significantly higher than that in Class 2017 (81.1 ± 0.6) taught with offline BOPPPS and in Class 2018 (82.0 ± 0.5) taught with immature HBOPPPS. The difference mainly attributed to the increase in average subjective scores (41.6 ± 0.3 in Class 2019, 41.4 ± 0.3 in Class 2018, and 38.2 ± 0.4 in Class 2017). In the questionnaire about the HBOPPPS among students in Class 2019, 86.2% responded positively and 79.4% perceived improvement in their learning ability. In addition, 73.5% of the students appreciated the reproducibility of learning content and 54.2% valued the flexibility of HBOPPPS. Lastly, 61.7% of the students preferred the HBOPPPS relative to BOPPPS in future learning. CONCLUSIONS HBOPPPS is likely a more effective teaching model and useful for enhancing effectiveness of Physiology teaching. This is attributable to the reproducibility and flexibility as well as the increased learning initiatives.
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Affiliation(s)
- Xiao-Yu Liu
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, 157 Baojian Rd, Nangang, Harbin, 150081, Heilongjiang, China
| | - Chunmei Lu
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, 157 Baojian Rd, Nangang, Harbin, 150081, Heilongjiang, China
| | - Hui Zhu
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, 157 Baojian Rd, Nangang, Harbin, 150081, Heilongjiang, China
| | - Xiaoran Wang
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, 157 Baojian Rd, Nangang, Harbin, 150081, Heilongjiang, China
| | - Shuwei Jia
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, 157 Baojian Rd, Nangang, Harbin, 150081, Heilongjiang, China
| | - Ying Zhang
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, 157 Baojian Rd, Nangang, Harbin, 150081, Heilongjiang, China
| | - Haixia Wen
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, 157 Baojian Rd, Nangang, Harbin, 150081, Heilongjiang, China.
| | - Yu-Feng Wang
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, 157 Baojian Rd, Nangang, Harbin, 150081, Heilongjiang, China.
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