Work

Application of BOPPPS and Flipped Classroom Joint Teaching Model into Clinical Practice Ability of Obstetrics and Gynecology Residents in Standardized Training

Year: 2025

Type: article

Abstract: BACKGROUND/AIM: To explore how a teaching model that integrates bridge-in, objective/outcome, pre-assessment, participatory learning, post-assessment, and summary (the BOPPPS model) and flipped classroom teaching will affect the clinical practice abilities of obstetrics and gynecology residents in standardized training. METHODS: Seventy standardized training residents from the obstetrics and gynecology training base of the First Affiliated Hospital of Chongqing Medical University from June 2023 to June 2024 were selected as research subjects. They were randomly and equally divided into an experimental group (adopting the BOPPPS model combined with the flipped classroom approach) and a control group (adopting traditional teaching methods). The effectiveness of the teaching model was assessed by comparing the performances of the two groups in Reception and clinical thinking assessment, clinical practice ability assessments, clinical thinking ability, self-directed learning ability, and satisfaction with the teaching methods. RESULTS: The experimental group was scored significantly higher than the control group in consultation scores and clinical thinking assessment scores, and clinical practical skill assessment scores. The experimental group significantly outperformed the control group in clinical thinking ability scores, self-directed learning ability scores, and overall scores (all P < 0.05). The experimental group showed significantly higher satisfaction with the BOPPPS and flipped classroom teaching combined model in enhancing self-directed learning ability, learning interest, practical operation levels, teamwork, comprehensive quality, and doctor-patient communication skills, and in cultivating clinical thinking ability. CONCLUSIONS: The BOPPPS combined with flipped classroom teaching in standardized training can effectively improve the assessment scores, clinical thinking and self-directed learning abilities of obstetrics and gynecology residents, stimulate their initiative and enthusiasm for learning, meet their teaching needs, and thus enhance teaching quality and assessment passing rates.

Source: BMC Medical Education

DOI: 10.1186/s12909-025-07246-z

Authors: Linna Wei, Xinyang Yu, Yiming Wang, Nan Shan

Institutions: Children's Hospital of Chongqing Medical University, The Affiliated Yongchuan Hospital of Chongqing Medical University, Chongqing University, Chongqing Cancer Hospital

Language: English

Topic: Innovations in Medical Education

Subfield: Public Health, Environmental and Occupational Health

Field: Medicine

Domain: Health Sciences

SDGs: Quality education, Good health and well-being

Open Access status: gold

Estimated APC paid: $2,990