Department of Science and Education, Jiaxing Maternity and Child Health Care Hospital, College of Medicine, Jiaxing University, Jiaxing, 314000, China.
Department of gynecology, Jiaxing Maternity and Child Health Care Hospital, College of Medicine, Jiaxing University, Jiaxing, 314000, China.
BMC Med Educ. 2023 Jun 22;23(1):465. doi: 10.1186/s12909-023-04455-2.
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.
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.
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.
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.
传统的妇科教学模式不利于培养实习医生的临床技能、思维模式和医患沟通能力。本研究旨在探讨混合 BOPPPS（桥梁、目标、预评估、参与式学习、后评估、总结）教学模式在妇科临床实习中的应用效果。
本观察性研究于 2020 年 9 月至 2022 年 6 月在嘉兴市妇幼保健院对临床医学专业本科实习生进行，对照组采用传统教学模式，实验组采用混合 BOPPPS 教学模式。比较两组实习医生的期末考试成绩和教学满意度。
对照组 114 名学生于 2017 年入学攻读本科，实验组 121 名学生于 2018 年入学攻读本科。实验组实习医生的期末考试成绩高于对照组（P<0.05）。对照组实习医生的期末考试理论成绩明显高于预评估成绩（P<0.01）。实习前，女性和男性实习医生的成绩存在差异（p<0.05），实习后无差异（p>0.05）。实验组共有 93.4%的实习医生认为混合 BOPPPS 教学模式有助于提高他们的病例分析能力，实验组与对照组在这一措施上的差异有统计学意义（P<0.05）。实验组共有 89.3%的实习医生支持在其他学科的实践中推广和应用混合 BOPPPS 模式。
混合 BOPPPS 教学模式有助于改善实习医生的学习环境，激发他们的学习兴趣和主动性，提高他们的临床实践能力，提高他们的满意度；因此，该模式值得在其他学科的实践中推广应用。
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