Application of the hybrid BOPPPS teaching model in clinical internships in gynecology

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.

Application effect of BOPPPS teaching model on fundamentals of nursing education: a meta-analysis of randomized controlled studies

“…Moreover, having thoroughly examined the operational aspects and laid out initial procedures beforehand, students develop a high level of proficiency and the adaptability required to apply this knowledge across diverse clinical settings. Consequently, there is a seamless transition from theory to practice ( 48 ) yielding substantial improvements in their hands-on capabilities and analytical problem-solving aptitude. Ultimately, this translates into an elevated mastery of practical skills.…”

Practical exploration of BOPPPS model combined with situational teaching method in clinical training of intensive medicine

“…The baseline data of the two groups were compared, and there was no statistical signi cance (all P>0.05), which was comparable, as shown in Table 1. Inclusion criteria: (1) Resident physician who participating in the standardized training of residents in ICU;…”

“…Authors' information 1 The First School of Clinical Medicine, Guangdong Medical University, Dongguan 523808, Guangdong, China; 2 The School of Basic Medicine, Guangdong Medical University, Dongguan 523808, Guangdong, China; 3 Fujian Medical University Union Hospital, Fuzhou 350001, Fujian, China; 4 Department of Public Health and Medical Technology, Xiamen Medical College, Xiamen 361023, Fujian, China; 5 The Graduate School of Guangdong Medical University, Dongguan 523808, Guangdong, China…”

“…BOPPPS teaching method is a novel clinical teaching model, which stimulates students' learning interest through bridge-in (B) introduction, and draws up corresponding training objectives (O) and pre-assessment (P) plans according to the actual situation of students. Various teaching methods are integrated to allow each student to participate in learning (P), and post-assessment (P) is used to evaluate the students' mastery of knowledge and skills and make a summary (S) [1][2]. Situational teaching takes the lead in simulating and designing diagnosis and treatment scenes related to clinical teaching contents and objectives in the teaching process, so as to vividly show the complexity and diversity of clinical diseases in ICU, so as to stimulate and enhance the learning interest and motivation of trainees [3][4].…”

The application of the BOPPPS model in the ward rounds of nurses’ standardized training in Southwest China: a mixed methods study

“…Li et al ( 11 ) found that combining BOPPPS and team-based learning can improve the self-learning and critical thinking abilities of nursing undergraduates. Xu et al ( 12 ) explored the application effect of the mixed BOPPPS teaching model in gynecological clinical internships and demonstrated that the BOPPPS teaching model could stimulate students’ learning interest and initiative, enhance their clinical practice ability, and improve their satisfaction. The BOPPPS model has also been applied to practical teaching in other disciplines, including physiology education ( 13 ), electrocardiogram teaching ( 14 ), ophthalmology education ( 7 ) and health services management ( 15 ).…”