Assessment of the Effectiveness of BOPPPS-Based Hybrid Teaching Model in Physiology Education

Abstract

Background: Online teaching has become increasingly common in higher education, of the post-pandemic era. While a traditional face-to-face lecture or offline teaching remains very important and necessary for students to learn the medical knowledge systematically, guided by the BOPPPS teaching model, combination of online and offline learning approaches has become an unavoidable trend for maximizing teaching efficiency. However, in physiological education, the effectiveness of a combined online teaching and offline teaching model remains poorly assessed. The present study aims at providing an assessment to the hybrid teaching model.Methods: The study was performed among undergraduate medical students of Class 2017-2019, taught during 2018-2020, in the Physiology course in Harbin Medical University. Based on established offline teaching model with BOPPPS components in 2018, we incorporated online teaching contents into it to form a hybrid BOPPPS teaching model (HBOPPPS, in brief), preliminarily in 2019 and completely in 2020. The effectiveness of the HBOPPPS was assessed by comparing the final examination scores of both objective (multi-choice and single answer questions) and subjective (short and long essays) questions between different classes. Results: The final examination score of students in Class 2019 (83.9±0.5) who were taught with the HBOPPPS was significantly higher than that in Class 2017 (81.1±0.6) taught with offline BOPPPS and in Class 2018 (82.0±0.5) taught with preliminary HBOPPPS, which was mainly reflected in the average subjective scores. The subjective scores of Class 2019 (41.6±0.3) and Class 2018 (41.4±0.3) were significantly higher than that of Class 2017 (38.2±0.4). In the questionnaire among students in Class 2019, 86.2% of students were satisfied with this HBOPPPS and 79.4% students thought HBOPPPS improved their learning ability. In addition, majority of the students (73.5%) believed that reproducibility of the learning content was the major advantages of the HBOPPPS and 54.2% of the students also appreciated the flexibility of HBOPPPS. Lastly, 61.7% of the students showed a preference to be taught with the HBOPPPS in future.Conclusions: HBOPPPS is an effective teaching modal and useful for enhancing effectiveness of Physiology teaching. This is attributable to the reproducibility and flexibility as well as the increased students’ learning initiatives.

Application of hybrid BOPPPS teaching model in clinical internship in gynecology

“…During the internship, they have to manage patients independently and prepare to presentation the case, so they have to fully engaged. In our study, 86.8% of the interns in the experimental group thought the hybrid BOPPPS has helped to stimulate their interest in learning and 88.4% thought it helped to cultivate their ability of self-study, which is identical to the result of the past study [7]. So, the intern-centered teaching model was conducive to the cultivation of interns' active thinking ability.…”

“…This also impose a signi cant psychological distress for interns, meanwhile they suffer from a lack of clinical opportunity to practice [9]. Hybrid BOPPPS teaching model emphasizes intern-centered and all-round participation, which provide more opportunities for interns to practice [2,7]. Before internship, we uploaded relevant resources on the online teaching platform, including typical representative cases of gynecological common diseases, relevant latest literature, videos and pictures of clinical operations and listed the speci c requirements of the course, which was designed as a selflearning resource for interns.…”

“…The BOPPPS was rst proposed by the teaching skills training institutions of universities in North America [5], which emphasizes intern-centered, all-round participation and interactive feedback between teachers and interns. Meanwhile we integrate the BOPPPS with online teaching platform to promote the utilization of teaching resources and the development of teaching interaction, and also enable interns to better participate in the whole process of learning activities, and improve the enthusiasm and initiative of learning [6][7][8]. In September 2021, we carried out the hybrid BOPPPS teaching model in gynecology.…”

Comparison of the BOPPPS model and traditional instructional approaches in thoracic surgery education

“…2, we found that there was little difference in the number of students between the experimental group and the control group when the score was above 90 and below 70. We observed that when the scores were between 70-79, the number of students in the control group (15) was more than that of the students in the experimental group (9). On the contrary, in the score range of 80-89, the proportion of students in the experimental group (23) was significantly higher than that in the control group (13), indicating that most of the students in the experimental group were in this score range.…”

“…BOPPPS model has been used in the practical teaching of many subjects, including dental materials education [13], oral histopathology [14], physiology education [15], healthcare and management education [16]. However, there is no report on the application of BOPPPS model in thoracic surgery education, whether in China or other countries.…”