Teaching practice of BOPPPS in oral genetic diseases, a lesson from the pediatric dentistry course

Zhou Yuan; Zou Jing; Zheng Liwei

doi:10.3760/cma.j.cn116021‐20210317‐01414

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Teaching practice of BOPPPS in oral genetic diseases, a lesson from the pediatric dentistry course

Teaching Reform | 更新时间：2023-10-12

- Teaching practice of BOPPPS in oral genetic diseases, a lesson from the pediatric dentistry course
- Chinese Journal of Medical Education Research Vol. 22, Issue 9, Pages: 1339-1342(2023)
- 作者机构：
  
  口腔疾病研究国家重点实验室/国家口腔疾病临床医学研究中心/四川大学华西口腔医院儿童口腔科，成都　610041
- 作者简介：
  
  Zheng Liwei, Email: liwei.zheng@scu.edu.cn
- 基金信息：
- DOI：10.3760/cma.j.cn116021‐20210317‐01414
  CLC： R788
- Published：20 September 2023，
  
  Received：17 March 2021，
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周媛, 邹静, 郑黎薇. 儿童口腔医学课程中口腔遗传病单课BOPPPS教学实践[J]. 中华医学教育探索杂志, 2023, 22(9): 1339-1342.

Zhou Yuan, Zou Jing, Zheng Liwei. Teaching practice of BOPPPS in oral genetic diseases, a lesson from the pediatric dentistry course. [J]. Chinese Journal of Medical Education Research 22(9):1339-1342(2023)
周媛, 邹静, 郑黎薇. 儿童口腔医学课程中口腔遗传病单课BOPPPS教学实践[J]. 中华医学教育探索杂志, 2023, 22(9): 1339-1342. DOI： 10.3760/cma.j.cn116021.

Zhou Yuan, Zou Jing, Zheng Liwei. Teaching practice of BOPPPS in oral genetic diseases, a lesson from the pediatric dentistry course. [J]. Chinese Journal of Medical Education Research 22(9):1339-1342(2023) DOI： 10.3760/cma.j.cn116021‐20210317‐01414.

摘要

为更好培养口腔医学生并提高其对口腔遗传性疾病的认识和掌握，研究者在儿童口腔医学课程中选择代表性疾病（Treacher Collins综合征）设计单课教学，采用BOPPPS[导入（bridge-in）、学习目标（objective）、前测（pre-assessment）、参与式学习（participatory-learning）、后测（post-assessment）、总结（summary）]教学模式进行系统教学设计，结合翻转课堂、基于问题的学习（problem-based learning，PBL）、基于病例的学习（case-based learning，CBL）及思维导图等教学形式。结果表明，学生经过BOPPPS模式学习，96.00%（24人）的学生认为该教学能更好帮助其集中注意力，92.00%（23人）的学生认为该教学促进其主动思考及主动参与；92.00%（23人）的学生认为知识掌握程度有提高。因此，BOPPPS教学能促进学生理解和掌握，提高学生主观能动性与创新性，达到优化教学效果的目的。

Abstract

To better cultivate stomatology students and to improve their understanding and mastery of the knowledge of oral genetic diseases

a representative disease (Treacher Collins syndrome) was selected from the pediatric dentistry curriculum to design a single-lesson teaching trial. In this trial

the BOPPPS teaching mode including bridge in

objective

pre-assessment

participatory learning

post-assessment

and summary steps was adopted for systematic teaching design. Furthermore

flipped classroom

problem-based learning (PBL)

case-based learning (CBL)

mind mapping

and other teaching forms were also involved. The results showed that after BOPPPS-mode teaching

24 students (96.00%) agreed that this teaching mode could help them focus more on the contents

and 23 students (92.00%) reported that it promoted their active thinking and interaction during the class. Compared with the traditional plug-in teaching mode

23 students (92.00%) reported better leaning experience and effect. Therefore

BOPPPS teaching mode can promote students' understanding of knowledge

improve their initiative and innovation

and improve the teaching effect.

关键词

儿童口腔医学口腔遗传病教学设计教学模式BOPPPS

Keywords

Pediatric dentistryOral genetic diseasesTeaching designTeaching modeBOPPPS

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