Comparison of the BOPPPS Model and Traditional Instructional Approaches in Thoracic Surgery Teaching

Abstract

IntroductionBOPPPS (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.MethodsA 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. ResultsThe experimental group's theoretical examination scores with the BOPPPS teaching model were significantly higher than those in the control group. Students can recognize 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). ConclusionsCompared 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.

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 ).…”

“…Because university graduates have finished multidisciplinary medical courses, their focuses and interests are clinical practice and operational skills. For the undergraduates who completed part of the medicine course in schools, their learning enthusiasms and interests were easier to be stimulated with the BOPPPS teaching strategy ( 10 ), and thus improvement of academic performance.…”

“…This teaching strategy has a helpful six-phase framework for designing learning activities and thus can be used to assist teachers in disassembling and analyzing the teaching process to improve Students’ learning outcomes in medical education ( 62 ). In recent years, the BOPPPS teaching strategy has been extensively trialed in China’s higher education for the improvement of efficiency in medical education ( 6 , 7 , 10 ). Particularly, the COVID-19 pandemic has greatly impacted the education sector and the way of teaching and learning ( 63 ).…”

“…For the past 10 years, the BOPPPS teaching strategy has been used in teaching many medical subjects, covering nearly all medical disciplines such as internal medicine, surgery, pathology, physiology, healthcare, management education, etc. in China ( 10 ). There has been a beneficial shift in academic accomplishment levels in medical disciplines education, with an increase in interest in the BOPPPS teaching strategy.…”

Research on the Teaching Reform of “Inter- Professional Comprehensive Training” Based on the BOPPPS Model under the Background of New Business

“…It is a teaching goal-oriented and student-centered teaching model. The BOPPPS teaching model divides the whole teaching process into six modules: Bridge in, Objective, Pre-assessment, Participatory learning, Post-assessment, and Summary (Cui, 2019;Hu et al, 2022). The BOPPPS teaching model emphasizes participatory teaching.…”