Application of BOPPPS-based blended teaching model in otolaryngology-head and neck surgery education
10.3969/j.issn.1671-332X.2025.08.038
- VernacularTitle:基于BOPPPS模型的混合式教学模式在耳鼻咽喉科教学中的应用
- Author:
Zhaoen MA
1
;
Min MAO
1
;
Fenghong CHEN
1
;
Libing LIAO
1
;
Shenzhi TIAN
1
;
Xiaobin YANG
1
;
Ling ZONG
1
;
Jiaxuan XIE
1
;
Guangui CHEN
1
Author Information
1. 广州医科大学附属第二医院 广东 广州 510260
- Publication Type:Journal Article
- Keywords:
BOPPPS teaching model;
Blended learning;
Otolaryngology-head and neck surgery;
Clinical reasoning;
Higher-order thinking-oriented education
- From:
Modern Hospital
2025;25(8):1291-1294,1299
- CountryChina
- Language:Chinese
-
Abstract:
Objective To investigate the effectiveness of a higher-order thinking-oriented BOPPPS-based blended teach-ing model in otolaryngology-head and neck surgery education,focusing on its impact on the academic performance and teaching satisfaction of undergraduate clinical medicine students.Methods A total of 199 undergraduate clinical medicine students from Guangzhou Medical University were enrolled,divided into a control group(2021-2022 academic year,n=118)and an experi-mental group(2022-2023 academic year,n=81).The control group received conventional blended teaching via Chaoxing plat-form combined with case discussions,while the experimental group implemented the BOPPPS-integrated blended teaching model.Results Students in the experimental group achieved significantly higher average scores than the control group(Δ=11.71 points),with the excellent rate increasing from 0% to 11.1% and the failure rate decreasing to 1.2% .Additionally,the experi-mental group reported high satisfaction with the BOPPPS-integrated blended teaching model,with an overall satisfaction rate of 80.25%.Furthermore,54.32% of students expressed a preference for blended teaching approaches.Students widely acknowl-edged that this model facilitated flexible knowledge application.Conclusion The BOPPPS-integrated blended teaching model ef-fectively enhances the academic performance and teaching satisfaction of undergraduate clinical medicine students,providing a valuable reference for medical education reform oriented toward fostering higher-order thinking and clinical competency.
