Application of BOPPPS combined with DOPS in anesthesiology teaching under the background of medical-educational collaboration
10.16753/j.cnki.1008-2344.2025.03.014
- VernacularTitle:医教协同背景下BOPPPS联合DOPS在麻醉学教学中的应用
- Author:
Di LIU
1
;
Gang LIU
1
;
Meijun SHEN
1
;
Yang ZHANG
1
;
Nannan SONG
1
;
Congli ZHANG
1
Author Information
1. 蚌埠医科大学第一附属医院麻醉科,安徽 蚌埠 233000
- Publication Type:Journal Article
- Keywords:
medical-educational collaboration;
BOPPPS;
DOPS;
teaching;
anesthesiology
- From:
Journal of Shenyang Medical College
2025;27(3):310-314,322
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application of BOPPPS(Bridge-in,Objective,Pre-assessment,Participatory Learning,Post-assessment,Summary)combined with Direct Observation of Procedural Skills(DOPS)in anesthesiology teaching under the background of medical-educational collaboration.Methods:A total of 60 students majoring in anesthesiology were selected as the research objects.A total of 30 students in grade 2018 were enrolled in the control group and receired traditional teaching mode.A total of 30 students in grade 2019 were enrolled in the research group and received BOPPPS teaching mode.The assessment of the internship after graduation for both groups adopted the DOPS assessment mode.Two groups of students were subject to pre-enrollment assessment,including process evaluations,such as theoretical class attendance,classroom interaction,pre-test scores,post-test scores,and the final theoretical test score.A comprehensive evaluation of teachers'teaching effect was conducted.When the two groups were discharged from the department,in addition to the assessment of professional theoretical knowledge of anesthesia and the operation of conventional anesthesia skills,they also underwent nine DOPS assessments.Results:There was no statistical difference between the two groups in the attendance(P＞0.05).The classroom interaction,pre-test scores,post-test scores,final test scores and total test scores in the study group were higher than those in the control group(P＜0.05).In terms of comprehensive evaluation of teaching effect,there was no statistical difference between the two groups in the evaluation of teachers'teaching attitude(P＞0.05).However,the research group reported higher satisfaction in teaching skills,methods,student-teacher interaction,and classroom engagement(P＜0.05).Both the theoretical and practical scores in the research group were higher than those in the control group(P＜0.05).The DOPS assessment results showed that the research group was superior to the control group in terms of indication mastery,operation completion,teamwork and problem-solving ability,and comprehensive ability performance(P＜0.05).Conclusion:The application effect of BOPPPS combined with DOPS in anesthesiology teaching is better than the conventional teaching mode.
