Research on the application of BOPPPS teaching model in pediatric surgery
10.3760/cma.j.cn116021-20240615-02028
- VernacularTitle:BOPPPS教学模式在小儿外科学中的应用研究
- Author:
Lusheng LI
1
;
Yudong ZHOU
1
;
Ping LIANG
1
;
Xuan ZHAI
1
Author Information
1. 重庆医科大学附属儿童医院神经外科，重庆 401122
- Publication Type:Journal Article
- Keywords:
Pediatric surgery;
BOPPPS teaching model;
Self-learning ability;
Satisfaction level
- From:
Chinese Journal of Medical Education Research
2025;24(9):1242-1246
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the teaching effectiveness of BOPPPS (bridge-in, objective, pre-assessment, participatory-learning, post-assessment, and summary) teaching model in the undergraduate education of pediatric surgery, compare the BOPPPS teaching model with the traditional teaching model, and examine the differences in students' understanding and mastery of knowledge, as well as their ability improvement.Methods:A total of 621 undergraduate students majoring in pediatrics at Chongqing Medical University in the 2021-2023 academic years were selected as the experimental group, and 552 undergraduate students majoring in pediatrics at Chongqing Medical University in the 2018-2020 academic years were selected as the control group. The traditional teaching method was used in the pediatric surgery teaching of the control group, while the BOPPPS teaching model was used in the experimental group. The two groups were compared based on theoretical examination scores, routine assessment scores, overall performance, and teaching satisfaction. A statistical analysis was conducted using SPSS 24.0 software. Continuous data conforming to a normal distribution were expressed as ( x?±s). Two independent samples mean t test was used for analysis. Results:The experimental group demonstrated significantly higher theoretical examination scores [(70.21±10.03) vs. (62.58±8.40)], routine assessment scores [(96.38±2.10) vs. (84.11±2.02)], and total scores [(80.68±11.30) vs. (71.19±9.50)] compared to the control group ( P<0.05). The overall satisfaction with teaching was significantly higher in the experimental group than in the control group [(91.60±1.75) vs. (90.57±0.80)] ( P<0.05). Conclusions:The application of BOPPPS teaching model in pediatric surgery teaching can improve undergraduate students' self-learning ability, clinical thinking ability, and team cooperation ability, thereby enhancing teaching quality.
