Effect of the BOPPPS model combined with case-based learning versus lecture-based learning on ophthalmology education for five-year paediatric undergraduates in Southwest China

Background To investigate the effect of the bridge-in, objective, preassessment, participatory learning, post assessment, and summary (BOPPPS) model combined with case-based learning (CBL) on ophthalmology teaching for five-year paediatric undergraduates. Methods The effects of the BOPPPS model comb...

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Bibliographic Details
Published in:BMC medical education Vol. 22; no. 1; pp. 437 - 7
Main Authors: Chen, Lin, Tang, Xiao-Jiao, Chen, Xin-Ke, Ke, Ning, Liu, Qin
Format: Journal Article
Language:English
Published: London BioMed Central 07.06.2022
BioMed Central Ltd
Springer Nature B.V
BMC
Subjects:
Behavioral Objectives
BOPPPS model
Case method
Case-based learning
Child
China
College students
Education
Education reform
Educational Change
Educational Innovation
Humans
Instructional Materials
Knowledge
Learning
Lecture method in teaching
Medical diagnosis
Medical Education
Medical students
Methods
Motivation
Ophthalmology
Ophthalmology teaching
Pediatrics
Problem solving
Problem-Based Learning
Questionnaires
Skills
Students
Study and teaching
Teachers
Teaching
Teaching methods
Theory of Medicine/Bioethics
Undergraduate
China
BOPPPS model
Ophthalmology teaching
Case-based learning
Undergraduate
ISSN:1472-6920, 1472-6920
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Summary:Background To investigate the effect of the bridge-in, objective, preassessment, participatory learning, post assessment, and summary (BOPPPS) model combined with case-based learning (CBL) on ophthalmology teaching for five-year paediatric undergraduates. Methods The effects of the BOPPPS model combined with CBL (BOPPPS-CBL) and traditional lecture-based learning (LBL) on ophthalmology teaching were compared among students in a five-year programme. The questionnaire surveys of the students were collected and statistically analysed after the class. The final examination scores, including on elementary knowledge and case analysis, in the two groups were analysed. Results There were no statistically significant differences between the teachers and students in the baseline data. More students agreed that the BOPPPS-CBL model helped develop their problem-solving skills, analytical skills and motivation for learning better than the LBL model. There was no significant difference in learning pressure between the two groups. The final examination scores of the BOPPPS-CBL group were significantly higher than those of the LBL group. The overall course satisfaction of the BOPPPS-CBL group was obviously higher than that of the LBL group. Conclusions The BOPPPS-CBL model is an effective ophthalmology teaching method for five-year paediatric undergraduates.
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ISSN:1472-6920
1472-6920
DOI:10.1186/s12909-022-03514-4