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

Abstract

Background BOPPPS (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) is a student-centered modular teaching model that improves classroom teaching effectiveness. This study’s primary aim was to explore whether the BOPPPS model has advantages over traditional instructional approaches in teaching lung cancer courses to clinical medical interns. Methods A total of 88 students majoring in clinical medicine of Shandong First Medical University and Shandong University, who had clinical practice in thoracic surgery from January 2018 to December 2019, were divided into two groups, receiving the same lung cancer teaching content. The experimental group (n = 44) utilized the BOPPPS model, while the control group (n = 44) used the traditional instructional approach. A questionnaire was used to attain the students’ satisfaction and self-evaluation of the course, and a post-study examination was used to assess end-of-course performance. Results The experimental group’s theoretical examination scores with the BOPPPS teaching model were significantly higher than those in the control group. Students preferred the BOPPPS model more than the traditional instructional approach in course satisfaction, student–teacher interaction, learning initiative, analytical ability, clinical thinking ability, and self-study ability (p < 0.05). Conclusions Compared with the traditional instructional approach. The BOPPPS model can better inspire clinical medical students’ enthusiasm for thoracic surgery and enhance the students' comprehensive ability. In a word, the BOPPPS model has better teaching effectiveness in the clinical teaching practice of thoracic surgery, which is worthy of reference and popularization.

Effects of BOPPPS model combined with case-based learning on hernia surgery education for 5 th year undergraduate：an observational study from China

“…The results of this study showed that the CBL-BOPPPS model is signi cantly better than TL in improving team assistance, problem-solving skills, course interest, and clear learning objectives (P <0.01). BOPPPS is a closed-loop teaching model, that guides students to participate in classroom learning, stimulating students' enthusiasm [26], enhancing the students' comprehensive ability [12], and improving their autonomous learning competencies and critical thinking ability [13,27]. In this study, the introduction of typical clinical cases in the "Bridge-in" unit has a positive effect on improving student's learning interest and active thinking[28], which is more helpful for students to clarify their learning objectives in the "Objective" unit [29].…”

“…Real cases and scenarios are bene cial in encouraging students to apply theoretical knowledge to case analysis [10], developing students' problem-solving ability [4], and facilitating team assistance [10]. The BOPPPS design emphasizes students' active participatory learning and has obvious advantages over traditional teaching in improving learning initiative, analytical ability, clinical thinking ability, and self-study ability [6,12]. These may explain why the learning outcomes of CBL-BOPPPS are more effective.…”

“…The model follows the educational concept of "student-oriented, teacher-led", and emphasizes students' participatory learning in the course [10]. In recent years, the BOPPPS model has been widely applied by educational institutions and universities in China and gradually applied in medical education, such as thoracic surgery, and dental materials education [11,12]. However, BOPPPS still has some limitations, particularly in terms of its rigid and in exible nature.…”

Continuing medical education for attending physicians in anesthesia: Feasibility of an innovative blended learning approach

“…Central to BOPPPS is its emphasis on student-centered instruction within an innovative and interactive learning setting. BOPPPS has been applied in health services management teaching, [2] lung cancer courses for clinical medical interns [3] and dental materials courses for predoctoral dental students. [4] By thoughtfully designing the teaching process and reinforcing closed-loop teaching units, it proves beneficial in fostering students’ enthusiasm for learning, enhancing their learning efficiency, and nurturing their capacity for innovative thinking.…”

Enhancing Medical Education Through the BOPPPS (Bridge-in, Objective, Preassessment, Participatory learning, Post-assessment, Summary) : A Comprehensive Review and Analysis

“…By creating a sense of ownership and excitement for learning, BOPPPS encourages students to take an active role in their education. This innovative approach has found applications in a variety of medical disciplines, including ophthalmology 8 , health services management 9 , thoracic surgery education 10,11 , physiology education 12 , and Dental Materials Education 13 , and others.…”