Research on the application of BOPPPS teaching model in pediatric surgery

Li Lusheng; Zhou Yudong; Liang Ping; Zhai Xuan

doi:10.3760/cma.j.cn116021-20240615-02028

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Research on the application of BOPPPS teaching model in pediatric surgery

Teaching Reform | 更新时间：2025-09-22

- Research on the application of BOPPPS teaching model in pediatric surgery
- Chinese Journal of Medical Education Research Vol. 24, Issue 9, Pages: 1242-1246(2025)
- 作者机构：
  
  重庆医科大学附属儿童医院神经外科，重庆 401122
- 作者简介：
  
  Li Lusheng, Email: lilusheng@cqmu.edu.cn
- 基金信息：
- DOI：10.3760/cma.j.cn116021-20240615-02028
  CLC： G642;R4
- Received：15 June 2024，
  
  Published：20 September 2025
- 稿件说明：
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李禄生, 周渝冬, 梁平, 等. BOPPPS教学模式在小儿外科学中的应用研究[J]. 中华医学教育探索杂志, 2025, 24(9): 1242-1246.

Li Lusheng, Zhou Yudong, Liang Ping, et al. Research on the application of BOPPPS teaching model in pediatric surgery[J]. Chinese journal of medical education research, 2025, 24(9): 1242-1246.
李禄生, 周渝冬, 梁平, 等. BOPPPS教学模式在小儿外科学中的应用研究[J]. 中华医学教育探索杂志, 2025, 24(9): 1242-1246. DOI： 10.3760/cma.j.cn116021-20240615-02028.

Li Lusheng, Zhou Yudong, Liang Ping, et al. Research on the application of BOPPPS teaching model in pediatric surgery[J]. Chinese journal of medical education research, 2025, 24(9): 1242-1246. DOI： 10.3760/cma.j.cn116021-20240615-02028.

摘要

目的

探讨将BOPPPS[导言（bridge-in，B）、学习目标（objective，O）、前测（pre-assessment，P）、参与式学习（participatory-learning，P）、后测（post-assessment，P）、总结（summary，S）]教学模式应用于小儿外科本科教学中的教学效果。将BOPPPS教学模式与传统教学模式进行对比，研究学生在知识的理解和掌握及能力提升等方面的差异。

方法

选取2021至2023学年重庆医科大学儿科学本科生共621名作为试验组，选取2018至2020学年重庆医科大学儿科学本科生共552名作为对照组。

对照组在小儿外科教学中采用传统教学模式，试验组则采用BOPPPS教学模式进行教学。比较2组学生的教学理论考试成绩、日常考核成绩、总评成绩及教学满意度。应用SPSS 24.0统计学软件进行统计分析，符合正态分布的计量资料以（均数±标准差）表示，并采用两独立样本均数

检验进行分析。

结果

试验组的理论考试成绩[（70.21±10.03）分

]

高于对照组[（62.58±8.40）分

]

，试验组的日常考核成绩[（96.38±2.10）分

]

高于对照组[（84.11±2.02）分

]

，试验组的总评成绩[（80.68±11.30）分

]

也高于对照组[（71.19±9.50）分

]

，差异均有统计学意义（

0.05）。此外，试验组的教学满意度[（91.60±1.75）分

]

也高于对照组[（90.57±0.80）分

]

，且差异也有统计学意义（

0.05）。

结论

将BOPPPS教学模式应用于小儿外科的教学中，可提升本科生的自主学习能力、临床思维能力及团队协作能力，从而提高教学质量。

Abstract

Objective

To explore the teaching effectiveness of BOPPPS (bridge-in

objective

pre-assessment

participatory-learning

post-assessment

and summary) teaching model in the undergraduate education of pediatric surgery

compare the BOPPPS teaching model with the traditional teaching model

and examine the differences in students' understanding and mastery of knowledge

as well as their ability improvement.

Methods

A total of 621 undergraduate students majoring in pediatrics at Chongqing Medical University in the 2021-2023 academic years were selected as the experimental group

and 552 undergraduate students majoring in pediatrics at Chongqing Medical University in the 2018-2020 academic years were selected as the control group. The traditional teaching method was used in the pediatric surgery teaching of the control group

while the BOPPPS teaching model was used in the experimental group. The two groups were compared based on theoretical examination scores

routine assessment scores

overall performance

and teaching satisfaction. A statistical analysis was conducted using SPSS 24.0 software. Continuous data conforming to a normal distribution were expressed as (

). Two independent samples mean

test was used for analysis.

Results

The experimental group demonst

rated significantly higher theoretical examination scores [(70.21±10.03) vs. (62.58±8.40)

]

routine assessment scores [(96.38±2.10) vs. (84.11±2.02)

]

and total scores [(80.68±11.30) vs. (71.19±9.50)

]

compared to the control group (

0.05). The overall satisfaction with teaching was significantly higher in the experimental group than in the control group [(91.60±1.75) vs. (90.57±0.80)

]

(

0.05).

Conclusions

The application of BOPPPS teaching model in pediatric surgery teaching can improve undergraduate students' self-learning ability

clinical thinking ability

and team cooperation ability

thereby enhancing teaching quality.

关键词

Keywords

references

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