Assessment of the effectiveness of BOPPPS-based hybrid teaching model in physiology education

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.

Application of hybrid BOPPPS teaching model in clinical internship in gynecology

“…During the internship, they have to manage patients independently and prepare to presentation the case, so they have to fully engaged. In our study, 86.8% of the interns in the experimental group thought the hybrid BOPPPS has helped to stimulate their interest in learning and 88.4% thought it helped to cultivate their ability of self-study, which is identical to the result of the past study [7]. So, the intern-centered teaching model was conducive to the cultivation of interns' active thinking ability.…”

“…This also impose a signi cant psychological distress for interns, meanwhile they suffer from a lack of clinical opportunity to practice [9]. Hybrid BOPPPS teaching model emphasizes intern-centered and all-round participation, which provide more opportunities for interns to practice [2,7]. Before internship, we uploaded relevant resources on the online teaching platform, including typical representative cases of gynecological common diseases, relevant latest literature, videos and pictures of clinical operations and listed the speci c requirements of the course, which was designed as a selflearning resource for interns.…”

“…The BOPPPS was rst proposed by the teaching skills training institutions of universities in North America [5], which emphasizes intern-centered, all-round participation and interactive feedback between teachers and interns. Meanwhile we integrate the BOPPPS with online teaching platform to promote the utilization of teaching resources and the development of teaching interaction, and also enable interns to better participate in the whole process of learning activities, and improve the enthusiasm and initiative of learning [6][7][8]. In September 2021, we carried out the hybrid BOPPPS teaching model in gynecology.…”

Students’ Performance in Face-to-Face, Online, and Hybrid Methods of Teaching and Assessment in Anatomy

“…This method of learning offers a high level of flexibility [ 13 ]. Hybrid instruction has been reported to be helpful in improving the effectiveness of physiology teaching [ 14 ] and encouraging students to engage in active learning and problem solving in a pathophysiology course [ 15 ]. A hybrid flexible (HyFlex) teaching model refers to an instructional approach that combines face-to-face instruction with online synchronous or asynchronous content delivery.…”

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

“…In addition, the curriculums for medical students included 5 studies for basic medicine courses, 5 studies for traditional Chinese medicine (TCM) courses, and 31 studies for clinical medicine courses ( Table 1 ). The trial curriculums in the included studies had 9 studies on the knowledge of internal medicine ( 6 , 8 , 13 , 23 , 25 , 30 , 31 , 38 ), 6 studies on surgery ( 7 , 9 , 19 , 22 , 28 , 39 ), 5 studies on TCM ( 1 , 15 , 17 , 32 , 35 ), 5 studies on clinical diagnostics ( 3 , 11 , 14 , 24 , 41 ), 4 studies on obstetrics and gynecology ( 12 , 33 , 36 , 37 ), 2 studies on anesthesiology ( 24 , 33 ), 2 studies on human anatomy ( 4 , 34 ), 2 studies on pathology ( 2 , 26 ), 2 studies on pediatrics ( 16 , 27 ), 1 studies on emergency medicine ( 10 ), 1 studies on evidence-based medicine ( 20 ), 1 studies on general medicine ( 5 ), and 1 studies on physiology ( 18 ).…”