Li Yuting, Ren Fei, Qiu Jin, Li Defu, Wang Jiangmei, Lin Shan
Department of Nephrology, Shanghai Traditional Chinese Medicine-Integrated Hospital Affiliated to Shanghai University of Traditional Chinese Medicine, Shanghai, China.
Teaching and Research Office of Traditional Chinese Internal Medicine, Shanghai University of Traditional Chinese Medicine, Shanghai, China.
Br J Hosp Med (Lond). 2024 Dec 30;85(12):1-13. doi: 10.12968/hmed.2024.0437. Epub 2024 Dec 9.
Based on Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment and Summary (BOPPPS), the teaching model has gained increasing attention in the field of medical education. This study aimed to evaluate the effectiveness of the BOPPPS teaching model in standardized training for nephrology residents, particularly in educating on hyperkalemia in chronic kidney disease (CKD). This retrospective cohort study included students undergoing standardized training in the nephrology department at the Shanghai Traditional Chinese Medicine-Integrated Hospital Affiliated to Shanghai University of Traditional Chinese Medicine from 2021 to 2024. The observation group (n = 55) received instructions using the BOPPPS teaching model, while the control group (n = 64) was educated using the traditional teaching methods. The study evaluated learning outcomes and teaching satisfaction through theoretical and practical assessments, as well as self-assessment by the students. The observation group demonstrated significantly higher scores in theoretical exams and practical assessments compared to the control group ( < 0.05). Additionally, the observation group reported higher self-assessment scores ( < 0.05) and greater teaching satisfaction ( < 0.05) than the control group. The BOPPPS teaching model is an effective approach to enhancing theoretical knowledge, practical skills, and teaching satisfaction in standardized training for nephrology residents. Compared to traditional teaching methods, the BOPPPS model improves learning outcomes, thereby strengthening the quality of medical education.
基于导入、目标、预评估、参与式学习、后评估和总结（BOPPPS），该教学模式在医学教育领域越来越受到关注。本研究旨在评估BOPPPS教学模式在肾内科住院医师规范化培训中的有效性，特别是在慢性肾脏病（CKD）高钾血症教育方面。这项回顾性队列研究纳入了2021年至2024年在上海中医药大学附属上海市中西医结合医院肾内科接受规范化培训的学员。观察组（n = 55）采用BOPPPS教学模式进行授课，而对照组（n = 64）采用传统教学方法进行授课。该研究通过理论和实践评估以及学员的自我评估来评估学习成果和教学满意度。与对照组相比，观察组在理论考试和实践评估中的得分显著更高（< 0.05）。此外，观察组的自我评估得分更高（< 0.05），教学满意度也高于对照组（< 0.05）。BOPPPS教学模式是提高肾内科住院医师规范化培训中理论知识、实践技能和教学满意度的有效方法。与传统教学方法相比，BOPPPS模式提高了学习成果，从而提升了医学教育质量。
