Effects of modified BOPPPS-based SPOC and Flipped class on 5th-year undergraduate oral histopathology learning in China during COVID-19

Wang, Shan; Xu, Xin; Fang, Li; Hai-xia, Fan; Zhao, Eryang; Bai, Jie

doi:10.1186/s12909-021-02980-6

Cited by 28 publications

(14 citation statements)

References 20 publications

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“…In recent years, the BOPPPS model, which pays more attention to the role of students’ initiatives in the teaching process and fully mobilizes their initiatives in the learning process, has been widely considered in China [ 32 ]. A large amount of the literature has shown the advantages of the BOPPPS model in various fields in health care and medicine [ 33 ], such as clinical medicine [ 34 ], dentistry [ 8 ], and histopathology [ 35 ].…”

Section: Discussionmentioning

confidence: 99%

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

et al. 2022

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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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Section: Discussionmentioning

confidence: 99%

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

et al. 2022

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“…Author details 1 Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong SAR, China. 2 Faculty of Education, The University of Hong Kong, Hong Kong SAR, China.…”

Section: Supplementary Informationmentioning

confidence: 99%

Design principles for fully online flipped learning in health professions education: a systematic review of research during the COVID-19 pandemic

Hew

2022

BMC Med Educ

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Background During the COVID-19 pandemic, some instructors transitioned their courses into a fully online environment by adopting flipped learning. In this context, this review examined the challenges to fully online flipped learning and identified useful course-design elements for practicing this instructional approach in health professions education. Methods We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement for selecting relevant articles. Thirty-three empirical studies (with 32 unique interventions) published between 2020 and 2021 (i.e., the first 2 years of the pandemic) were selected for analysis. Results When the instructors in the reviewed studies designed and implemented their online flipped courses, numerous challenges emerged, which could be broadly categorized into student-related challenges (e.g., unfamiliarity with online flipped learning; N = 5), faculty challenges (e.g., increased workload; N = 8), and operational challenges (e.g., students’ technical problems; N = 9). Nevertheless, we identified various useful elements for online flipped learning practice and organized them based on the following components of the Revised Community of Inquiry (RCoI) framework: cognitive presence (e.g., application of knowledge/skills; N = 12), social presence (e.g., peer interaction; N = 11), teaching presence (e.g., instructors’ real-time demonstration/facilitation; N = 17), and learner presence (e.g., care and emotional support; N = 4). Conclusions Based on the findings from the review and the RCoI framework, we developed nine principles for the effective practice of online flipped learning. These principles appear crucial for sustaining quality health professions education in a fully online flipped learning environment.

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“…The meta-analysis results of the effectiveness indicator showed that when compared with the LBL group, the SS, KES, CAS, and TS of the BOPPPS group were higher, suggesting that the BOPPPS teaching strategy could stimulate the enthusiasm and interest of medical students, boost Students’ skills and intrinsic motivation in learning; and improve the self-directed learning ability, academic performance ( 6 , 59 ). On the other hand, the BOPPPS teaching strategy with a six-phase framework was adapted to organize and accelerate the teaching cycle as a whole including goal, behavior, learning activity, and evaluation ( 60 ), which help teachers generate innovative teaching ideas and timely adjustment of teaching schedule.…”

Section: Discussionmentioning

confidence: 99%

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

Zeng

Wang

et al. 2022

Front. Med.

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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.

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Effects of modified BOPPPS-based SPOC and Flipped class on 5th-year undergraduate oral histopathology learning in China during COVID-19

Cited by 28 publications

References 20 publications

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

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

Design principles for fully online flipped learning in health professions education: a systematic review of research during the COVID-19 pandemic

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

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