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

Abstract

BOPPPS (Bridge-in, Objective, Preassessment, Participatory learning, Post-assessment, Summary) has emerged as a compelling alternative in medical education. This study aimed to assess the efficacy of BOPPPS in medical education compared to traditional teaching strategies. Databases of PubMed, EMbase, Cochrane Library, Scopus, and Web of Science were systematically searched. The Primary outcome was the final examination score. All meta-analyses were performed by using random-effects models. Overall, 146 publications were initially retrieved, of which 16 studies with 1198 in the BOPPPS group and 1122 in the control group were finally included. The pooled result revealed that BOPPPS was associated with a significantly improved final examination score (Standardized mean difference: 1.14, 95% CI 0.84–1.43; P < 0.001) compared to other traditional teaching. Besides, BOPPPS conferred better student satisfaction, classroom interaction, and learning initiative among medical students. The findings underscore the potential of the BOPPPS teaching strategy to enhance various aspects of medical education, but further research is warranted to explore its effectiveness in diverse cultural contexts and its impact on higher-order cognitive skills.