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

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 Frontiers in Medicine 01 frontiersin.org Ma et al. 10.3389/fmed.2022.975229 in medical education. Because of the limited quantity and quality of the included studies, further rigorous studies are needed to conclude with more confidence.

Application of hybrid BOPPPS teaching model in clinical internship in gynecology

“…The BOPPPS teaching model was introduced to our teaching reform in order to stimulate interns' learning initiative and bring teachers' guidance into full play. 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].…”

Effects of BOPPPS model combined with case-based learning on hernia surgery education for 5 th year undergraduate：an observational study from China

“…The CBL design adopts real clinical cases to restore real clinical scenarios. Real cases and scenarios are bene cial in encouraging students to apply theoretical knowledge to case analysis [10], developing students' problem-solving ability [4], and facilitating team assistance [10]. The BOPPPS design emphasizes students' active participatory learning and has obvious advantages over traditional teaching in improving learning initiative, analytical ability, clinical thinking ability, and self-study ability [6,12].…”

“…This model divides the teaching process into six elements: bridge-in (B), objective (O), pre-assessment (P), participatory learning (P), post-assessment (P), and summary (S) [9]. The model follows the educational concept of "student-oriented, teacher-led", and emphasizes students' participatory learning in the course [10]. In recent years, the BOPPPS model has been widely applied by educational institutions and universities in China and gradually applied in medical education, such as thoracic surgery, and dental materials education [11,12].…”

Effects of six teaching strategies on medical students: protocol for a systematic review and network meta-analysis

“…SBE is a rapidly developing medical strategy, which supplements and enhances clinical education, especially the clinical skills scores of medical students 17 25 26. A previous meta-analysis revealed that BOPPPS contributed to increase knowledge examination scores, skill scores and satisfaction of medical students compared with the LBL 18…”