DOI: 10.57760/sciencedb.j00217.01423
title: Evaluation of the application of "student-oriented BOPPPS teaching mode" in the teaching of rheumatic immune diseases
title: “以学生为导向的BOPPPS教学模式”在风湿免疫性疾病教学中的应用评价

description: Objective To explore the effectiveness of BOPPPS teaching mode in the teaching of rheumatic immune diseases.Methods 100 interns in the Department of Rheumatology from March 2022 to March 2024 were studied. According to the random comparison table, 100 interns were randomly divided into 2 groups. There were 50 patients in control group and BOPPPS group, respectively. The control group was given routine teaching, and the professor lectured interns mainly on the teaching content and advanced knowledge according to the teaching materials and syllabus, and then summarized and practiced. The BOPPPS group adopts the BOPPPS teaching model, which includes introduction (B), goal (O), pre-test (P), participation in learning (P), discussion (P) and summary (S). After the implementation of teaching, the two groups of interns were evaluated on their learning assessment results, evaluation of teaching methods, KAP level and learning adaptability.Results The BOPPPS group was significantly better than the control group in improving medical record analysis (t=2.233, P=0.030), theoretical knowledge (t=2.531, P=0.015) and total score (t=3.209, P=0.002). Compared with the control group, intern learning motivation (t=3.106, P=0.003), learning ability (t=4.764, P=0.000), learning attitude (t=2.742, P=0.008) and teaching mode (t=2.282, P=0.027) in BOPPPS group were significantly better than those in the control group. Compared with the control group, interns in the BOPPPS group were better than the control group in improving their ability to analyze problems, improve their ability to solve problems, improve their clinical thinking ability, improve their ability to grasp knowledge, improve the attractiveness of classroom teaching, improve the learning effect, improve their learning interest and initiative, and like this teaching method. The evaluation of knowledge, attitude and behavior in BOPPPS group was significantly higher than that in control group (P&lt;0.01 or P&lt;0.05).Conclusion BOPPPS teaching model is effective, can improve the ability of interns to comprehensively analyze rheumatic immune diseases, and is conducive to the development of clinical teaching.
description: Objective To explore the effectiveness of BOPPPS teaching mode in the teaching of rheumatic immune diseases.Methods 100 interns in the Department of Rheumatology from March 2022 to March 2024 were studied. According to the random comparison table, 100 interns were randomly divided into 2 groups. There were 50 patients in control group and BOPPPS group, respectively. The control group was given routine teaching, and the professor lectured interns mainly on the teaching content and advanced knowledge according to the teaching materials and syllabus, and then summarized and practiced. The BOPPPS group adopts the BOPPPS teaching model, which includes introduction (B), goal (O), pre-test (P), participation in learning (P), discussion (P) and summary (S). After the implementation of teaching, the two groups of interns were evaluated on their learning assessment results, evaluation of teaching methods, KAP level and learning adaptability.Results The BOPPPS group was significantly better than the control group in improving medical record analysis (t=2.233, P=0.030), theoretical knowledge (t=2.531, P=0.015) and total score (t=3.209, P=0.002). Compared with the control group, intern learning motivation (t=3.106, P=0.003), learning ability (t=4.764, P=0.000), learning attitude (t=2.742, P=0.008) and teaching mode (t=2.282, P=0.027) in BOPPPS group were significantly better than those in the control group. Compared with the control group, interns in the BOPPPS group were better than the control group in improving their ability to analyze problems, improve their ability to solve problems, improve their clinical thinking ability, improve their ability to grasp knowledge, improve the attractiveness of classroom teaching, improve the learning effect, improve their learning interest and initiative, and like this teaching method. The evaluation of knowledge, attitude and behavior in BOPPPS group was significantly higher than that in control group (P&lt;0.01 or P&lt;0.05).Conclusion BOPPPS teaching model is effective, can improve the ability of interns to comprehensively analyze rheumatic immune diseases, and is conducive to the development of clinical teaching.