Systematic practice and empirical research of the Bridge-in， Objective， Pre-assessment， Participatory Learning， Post-assessment， and Summary model in medical ethics education
10.12026/j.issn.1001-8565.2026.06.16
- VernacularTitle:BOPPPS模型在医学伦理教育中的系统性实践与实证研究
- Author:
Yan HE
1
;
Xinqing ZHANG
2
Author Information
1. School of Humanities， Xinjiang Medical University， Urumqi 830067， China
2. School of Humanities and Social Sciences， Peking Union Medical College， Beijing 100005， China
- Publication Type:Journal Article
- Keywords:
medical ethics education;
Bridge-in， Objective， Pre-assessment， Participatory Learning， Post-assessment， and Summary model;
participatory learning
- From:
Chinese Medical Ethics
2026;39(6):811-818
- CountryChina
- Language:Chinese
-
Abstract:
The Bridge-in， Objective， Pre-assessment， Participatory Learning， Post-assessment， and Summary （BOPPPS） model is an instructional model consisting of six components， such as bridge-in， objectives， and participatory learning. Its instructional philosophy and characteristics contribute to the efficient achievement of instructional objectives and the systematic addressing of instructional challenges. In the context of medical ethics education， this study investigated the definition， analytical framework， implementation pathway， and instructional effectiveness evaluation system of the BOPPPS model. Empirical research findings indicated that designing pre-class， during-class， and post-class instructional activities according to the six components of the BOPPPS model and establishing a three-dimensional evaluation system covering medical ethics knowledge， competence， and affection could effectively accomplish instructional objectives， strengthen educational functions， and exert a long-term impact on the cultivation of professional qualities among medical students.
