Zhang Rong-Ling, Gan Kai, Zuo Hong, Han Donghui, Shi Kang, Wang Jing, Zhang Keying, Jiang Wenkai, Wang Diya, Li Yu
College of Educational Technology, Northwest Normal University, Lanzhou, Gansu, China.
School of Education, Lanzhou City of University, Lanzhou, Gansu, China.
Front Med (Lausanne). 2025 Mar 5;12:1452165. doi: 10.3389/fmed.2025.1452165. eCollection 2025.
The BOPPPS teaching strategy has gained popularity in medical education in China as a more effective and practical pedagogy. However, its impact on knowledge acquisition and clinical skills in urology education has not been comprehensively evaluated. This study seeks to assess the effectiveness of the BOPPPS strategy in comparison to traditional lecture-based learning (LBL) during clinical internships in Chinese urology education, utilizing meta-analysis for verification.
A cohort of 96 clinical medicine students from Xijing Hospital, engaged in clinical practice at the Department of Urology from September 2022 to June 2023, were stratified into two groups and exposed to identical teaching materials. The experimental group (n=48) was instructed using the BOPPPS model, while the control group (n=48) adhered to traditional instructional methods. Data on student satisfaction and self-assessment of the course were collected through a questionnaire, and end-of-course performance was evaluated through a post-study examination. We used meta-analysis aimed to evaluate the overall effectiveness of the BOPPPS teaching strategy compared to LBL teaching in surgery-related medical education.
The experimental group, which received instruction using the BOPPPS teaching model, achieved significantly higher scores in theoretical knowledge assessments and clinical practical skills compared to the control group. Additionally, the experimental group demonstrated greater levels of interaction with both teachers and students, with instructors displaying a higher ability to foster independent thinking among students. Furthermore, the teaching process in the experimental group was found to utilize classroom time more efficiently in comparison to the control group. And we confirmed that the BOPPPS model demonstrated a greater capacity to stimulate student interest in urology and improve their overall proficiency by meta-analysis.
The BOPPPS model exhibits superior efficacy in clinical teaching of urology, thus warranting consideration for wider adoption and dissemination.
BOPPPS教学策略作为一种更有效、实用的教学方法，在中国医学教育中越来越受欢迎。然而，其对泌尿外科教育中知识获取和临床技能的影响尚未得到全面评估。本研究旨在通过荟萃分析验证，评估在中国泌尿外科临床实习期间，BOPPPS策略与传统讲授式学习（LBL）相比的有效性。
选取96名来自西京医院的临床医学专业学生，于2022年9月至2023年6月在泌尿外科进行临床实习。将他们分为两组，使用相同的教材。实验组（n = 48）采用BOPPPS模型进行教学，对照组（n = 48）采用传统教学方法。通过问卷调查收集学生对课程的满意度和自我评估数据，并通过课后考试评估课程结束时的表现。我们使用荟萃分析来评估BOPPPS教学策略与LBL教学相比在外科相关医学教育中的整体有效性。
采用BOPPPS教学模型的实验组在理论知识评估和临床实践技能方面的得分显著高于对照组。此外，实验组与师生之间的互动水平更高，教师培养学生独立思考的能力更强。此外，与对照组相比，实验组的教学过程更有效地利用了课堂时间。通过荟萃分析，我们证实BOPPPS模型在激发学生对泌尿外科的兴趣和提高他们的整体水平方面具有更大的能力。
BOPPPS模型在泌尿外科临床教学中表现出卓越的效果，因此值得考虑更广泛地采用和推广。
