Nursing student’s satisfaction with two methods of CBL and lecture-based learning

Shohani, Masoumeh; Bastami, Mohammadreza; Gheshlaghi, Leili Abedi; Nasrollahi, Abbas

doi:10.1186/s12909-023-04028-3

Cited by 19 publications

(4 citation statements)

References 18 publications

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“…The new teaching model was carried out with the help of teaching secretary, which can reduce the pressure of clinical teachers. Most gynecologist are very busy and teaching is a part of their work [13]. So, we select a full-time teaching secretary who enjoys teaching and interacting with inters.…”

Section: Discussionmentioning

confidence: 99%

Application of hybrid BOPPPS teaching model in clinical internship in gynecology

Wang

Yang

et al. 2023

Preprint

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Background The traditional gynecological teaching model is not conducive to the cultivation of interns’ clinical skills, thinking patterns and doctor-patient communication ability. This study is aim to explore the application effect of hybrid BOPPPS (Bridge-in, Objective, Pre-assessment, Participant learning, Post assessment, Summary) teaching model in a clinical internship in gynecology. Methods This observational study was conducted among the final year undergraduate medical interns from September 2020 to June 2022 at Jiaxing Maternity and Child Health Care Hospital. The control group consisted 114 interns of grade 2017 who received the traditional teaching model. The experimental group consisted 121 interns of grade 2018 were introduced to the hybrid BOPPPS teaching model. interns’ final examination scores and teaching satisfaction were compared. Results The final examination scores of interns in the experimental group were significantly higher than those of interns in the control group (P <0.05). In the experimental group, the final theoretical exam scores were significantly higher than the pre-assessment scores (P <0.01). Compared with the control group, 93.4% of interns in the experimental group thought the hybrid BOPPPS teaching model could help them to improve case analysis ability, and the difference is statistically significant (P < 0.05). 89.3% of interns in the experimental group supported the promotion and application of hybrid BOPPPS model in the practice of other disciplines. Conclusion The hybrid BOPPPS teaching model helps to stimulate interns' learning interest and learning initiative, improve interns’ clinical skills, and have high interns’ satisfaction, which is worth of promotion and application in the practice of other disciplines.

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Section: Discussionmentioning

confidence: 99%

Application of hybrid BOPPPS teaching model in clinical internship in gynecology

Wang

Yang

et al. 2023

Preprint

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show abstract

“…The new teaching model was carried out with the help of the teaching administrator, which reduced the pressure on clinical teachers. Most gynecologists are very busy, and teaching is a part of their work [ 18 ]. Therefore, we selected a full-time teaching administrator who enjoys teaching and interacting with trainee doctors.…”

Section: Discussionmentioning

confidence: 99%

Application of the hybrid BOPPPS teaching model in clinical internships in gynecology

Che

Yang

et al. 2023

BMC Med Educ

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Background The traditional gynecological teaching model is not conducive to the cultivation of trainee doctors’ clinical skills, thinking patterns and doctor‒patient communication ability. This study aims to explore the effect of the application of the hybrid BOPPPS (bridge-in, objective, preassessment, participant learning, postassessment, summary) teaching model in clinical internships in gynecology. Methods This observational study was conducted among final-year undergraduate medical trainee doctors at Jiaxing Maternity and Child Health Care Hospital from September 2020 to June 2022. Members of the control group were introduced to the traditional teaching model, while members of the experimental group were introduced to the hybrid BOPPPS teaching model. Trainee doctors’ final examination scores and teaching satisfaction were compared. Results The control group consisted of 114 students who entered the university to pursue undergraduate degrees in 2017, and the experimental group consisted of 121 students who entered the university to pursue undergraduate degrees in 2018. The final examination scores attained by trainee doctors in the experimental group were higher than those attained by trainee doctors in the control group (P < 0.05). The final theoretical exam scores attained by members of the control group were significantly higher than their preassessment scores (P < 0.01). The scores differed significantly between female and male subjects before the internship (p<0.05) but not after the internship (p>0.05). In total, 93.4% of trainee doctors in the experimental group thought that the hybrid BOPPPS teaching model helped them improve their case analysis ability, and the difference in this measure between the experimental and control groups was statistically significant (P < 0.05). A total of 89.3% of trainee doctors in the experimental group supported the promotion and application of the hybrid BOPPPS model in practice in other disciplines. Conclusion The hybrid BOPPPS teaching model helps improve trainee doctors’ learning environment, stimulate their interest and initiative in learning, enhance their clinical practice ability and increase their satisfaction; therefore, this model is worth promoting and applying in practice in other disciplines.

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“…Using virtual simulation technology to build a virtual operating environment and provide students with multisensory simulation [ 15 ], real-time interactions will help solve difficulties in implementing experimental projects, such as high costs, high levels of risk, and difficult operations. In addition, researchers have incorporated case-based learning (CBL) and peer-assisted learning(PAL) into the teaching design process [ 16 ]. In CBL, teachers create learning situations with typical cases, and students read cases and collect data to learn through scenario simulation, carry out discussion and analysis, and synthesize knowledge related to various cases to cultivate clinical thinking ability.…”

Section: Introductionmentioning

confidence: 99%

Design and evaluation of blended teaching in the smart classroom combined with virtual simulation training in basic nursing courses

Meng,

Song,

et al. 2023

BMC Med Educ

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Objective This study explored the application effect of smart classrooms combined with virtual simulation training in basic nursing courses for nursing undergraduates. Methods In this quasi-experimental study, a total of 135 undergraduate nursing students in the 2021 matriculating cohort were selected as the research subjects. The experimental group of Class 1 had 71 students, and a blended teaching design utilizing a smart classroom and virtual simulation training was adopted. The control group of Class 2 had 64 students, and traditional lecture-based teaching design was adopted. After the course, the independent learning ability scale, test scores and teaching effectiveness questionnaire were used to evaluate the teaching effect. All tests had a maximum score of 100. Results Nursing undergraduates in the experimental group had scores of 86.32 ± 8.25 for virtual simulation training and 84.82 ± 9.04 for peer-assisted learning. The scores of the theoretical examination, experimental examination, and subjective questions in the experimental group were significantly higher than those in the control group (P < 0.05). The approval rate of nursing undergraduates in the experimental group was significantly higher than that of the control group for four items (Ps < 0.05). Among the 71 students, most students (91.55%) claimed that the use of instructional designs increased the fun of the classroom. In addition to the dimension of information literacy, the total score of independent learning ability and the other three dimensions of the experimental group were significantly higher than those of the control group (P < 0.05). Conclusion The teaching design combining smart classrooms and virtual simulation training can be applied to realize online blended teaching and classroom informatization, improving the academic performance and independent learning ability of nursing undergraduates, and thus achieving good teaching effects.

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Nursing student’s satisfaction with two methods of CBL and lecture-based learning

Cited by 19 publications

References 18 publications

Application of hybrid BOPPPS teaching model in clinical internship in gynecology

Application of hybrid BOPPPS teaching model in clinical internship in gynecology

Application of the hybrid BOPPPS teaching model in clinical internships in gynecology

Design and evaluation of blended teaching in the smart classroom combined with virtual simulation training in basic nursing courses

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