Effect of blended learning with BOPPPS model on Chinese student outcomes and perceptions in an introduction course of health services management

Abstract

Although the teaching methods of the blended learning and BOPPPS (bridge-in, objective, preassessment, participatory learning, postassessment, and summary) model are proven to be successful and highly effective at improving the academic knowledge of the students, respectively, it is unclear whether blended learning combined with the BOPPPS model (BL-BOPPPS) could work well in an introduction course of health services management (HSM) for the health management students in China. The study investigated the perceptions and effects of implementing the BL-BOPPPS model on student learning outcomes in an introduction course of HSM. The intervention group consisted of 55 students introduced to the BL-BOPPPS model, while the control group consisted of 54 students who received a conventional lecture. After the end of course, the effectiveness of teaching was self-assessed with questionnaires by all students, and examination scores for the two groups were compared. The students’ satisfaction levels of BL-BOPPPS teaching strategy were up to 81.8% in the intervention group. Compared with the control group, the intervention group showed significant elevation of perception scores of skills ( P = 0.001), initiative ( P = 0.002), self-control ( P = 0.008), self-efficacy ( P = 0.001), motivation ( P = 0.004), and the academic performance ( P = 0.001). The BL-BOPPPS model could stimulate the enthusiasm and interest of health students; boost students’ skills, initiative, and motivation in learning; and improve the self-directed learning ability, academic performance, and teaching quality. The findings provide a basis of evidence for the promotion of the BL-BOPPPS model in various disciplines in Chinese colleges and universities.

Assessment of the effectiveness of BOPPPS-based hybrid teaching model in physiology education

“…In modern medical education, offline teaching is commonly guided by a BOPPPS teaching theory that is the abbreviation of Bridge-in, Objectives and Outcomes of Learning, Pre-assessment, Participatory learning, Post-assessment and Summary. It was first introduced by Douglas Kerr from the University of British Columbia, and has been developed recently in medical education in China [ 13 – 15 ]. The BOPPPS is generally helpful for teachers to organize teaching process clearly and inspires students’ initiatives to learn [ 13 ].…”

Effect of the BOPPPS model combined with case-based learning versus lecture-based learning on ophthalmology education for five-year paediatric undergraduates in Southwest China

“…The bridge-in, objective, preassessment, participatory learning, post assessment, and summary (BOPPPS) model originated in the Instructional Skill Workshop (ISW) in British Columbia, Canada, in the 1970s [ 6 ]. Based on constructivism and communication methods, the BOPPPS teaching model constructs a complete teaching process and theoretical framework for the achievement of teaching objectives, forms a closed loop teaching unit with a complete system, and pays more attention to the effectiveness of teaching objectives and the diversity of teaching methods [ 7 ]. The BOPPPS model divides the classroom teaching process into 6 stages (or elements): bridge-in (B), objective (O), preassessment (P), participatory learning (P), postassessment (P) and summary (S).…”

Effect of the BOPPPS model combined with case-based learning on ophthalmology education for five- year paediatric undergraduates in Southwest China

“…Based on constructivism and communication methods, the BOPPPS teaching model constructs a complete teaching process and theoretical framework for the achievement of teaching objectives, forms a closed loop teaching unit with a complete system, and pays more attention to the effectiveness of teaching objectives and the diversity of teaching methods 5 . The BOPPPS model divides the classroom teaching process into 6 stages (or elements): bridge-in (B), objective (O), preassessment (P), participatory learning (P), postassessment (P) and summary (S).…”

“…The BOPPPS model divides the classroom teaching process into 6 stages (or elements): bridge-in (B), objective (O), preassessment (P), participatory learning (P), postassessment (P) and summary (S). In recent years, this model has been widely considered by Chinese educational institutions and colleges and has been gradually applied to medical teaching 5,6 .…”

“…To improve students' abilities to analyse and solve problems, teaching strategies increasingly emphasize their active participation. The BOPPPS teaching model has been shown to be more effective than the LBL model in the teaching of other medical specialties 5,6 . This study was a preliminary investigation into the effectiveness of the BOPPPS-CBL model on ophthalmology education for ve-year paediatric undergraduates.…”