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Objective:To explore the application effect of online and offline BOPPPS teaching mode based on rain-classroom in ideological and political teaching of Dermatovenerology.Methods:A total of 242 undergraduates from Class 1 to Class 8 majoring in Medical Imaging in grade 2019 were selected.They were randomly divided into the control group(class 5 to class 8)and the experimental group(class 1 to class 4).The control group received the mixed online and offline teaching mode based on rain-classroom.The experimental group received the online and offline BOPPPS teaching mode based on rain-classroom.The ideological and political elements were integrated into the teaching of Dermatovenerology.After the course,the score of curriculum theory,the questionnaire survey of ideological and political teaching and the questionnaire survey of the satisfaction of teaching in the two groups were compared.Results:After the course,the score of curriculum theory in the experimental group was higher than that in the control group(P＜0.01).The approval rate of each question in the questionnaire on ideological and political teaching effect of the experimental group was higher than that of the control group(P＜0.05).The teaching satisfaction of the experimental group was higher than that of the control group(P＜0.05).Conclusion:In the ideological and political teaching of Dermatovenerology,the online and offline BOPPPS teaching mode based on the rain-classroom has a certain effect on improving the course performance,ideological and political education effect and students'satisfaction.
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Objective:To explore the application of BOPPPS combined with TBL teaching method in orthopaedic practice teaching.Methods:A total of 101 students majoring in Clinical Medicine who practiced in the Department of Orthopaedics of our hospital from Jan 2020 to Sep 2022 were selected.They were randomly divided into two groups.The control group(n=51)adopted the traditional teaching method and the experimental group(n=50)adopted BOPPPS combined with TBL teaching method.The scores of theory and skill operation,the evaluation and satisfaction of teaching methods between the two groups were compared.Results:The scores of theory and skill operation in the test group were significantly higher than those in the control group(P＜0.01).The experimental group was more effective in improving the ability of autonomous learning,the ability of asking questions,the ability of communication,the ability of analyzing problems,the ability of teamwork,the ability of expression,the ability of clinical thinking,and the ability of problem-solving than those in the control group(P＜0.05).The students'satisfaction with the teaching method of the experimental group was also higher than that of the control group(P＜0.05).Conclusion:The combination of BOPPPS and TBL teaching methods in orthopaedic practice teaching can improve the teaching effectiveness and the satisfaction of students.
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The online and offline hybrid teaching model of evidence-based medicine (EBM) is currently in the stage of development. Previous teaching focused on the teaching process in the classroom, and did not organically combine all the course contents before, during, and after class. The BOPPPS model can be used to establish coherence and integrity in the EBM teaching process. Considering the discipline characteristics and teaching objectives of EBM, this study initially explored and designed a BOPPPS-based online and offline hybrid teaching model. Taking the "diagnostic evidence" module as an example, the teaching implementation details were introduced. A pre-designed questionnaire was used to conduct baseline survey and follow-up survey on students before and after class to evaluate the teaching model and effect. The surveys showed that half of the students (77/154) preferred the new online and offline hybrid teaching model of EBM. The students found that all aspects of BOPPPS teaching were generally acceptable and satisfactory. Compared with before teaching, the students' proficiency in EBM was significantly improved after the teaching ( P<0.001), particularly in their ability to retrieve literature and evaluate the quality of evidence, which is of great significance for expanding their knowledge and clinical thinking.
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Objective:To explore the effects of participatory interactive teaching in the clinical internship course of pediatric infectious diseases.Methods:217 undergraduate students of grade 2018 majoring in pediatrics were selected as the experimental group, and 208 undergraduate students of grade 2017 majoring in pediatrics were selected as the control group. The experimental group used the teaching method of BOPPPS combined with case-based learning and team-based learning, while the control group adopted the traditional teaching method. Evaluate the learning effectiveness by comparing the formative evaluation and theoretical exam scores of the two groups , and a questionnaire survey was conducted for the students in the experimental group to investigate teaching feedback. SPSS 19.0 was used to perform the t test for data analysis. Results:The experimental group had significantly better scores than the control group in final theoretical examination [(75.04±9.12) vs. (71.03±9.51), P<0.05] and formative evaluation [(81.03±6.13) vs. (70.02±10.32), P<0.05]. According to the results of the questionnaire survey on teaching satisfaction, the students were satisfied with the interactive participatory teaching method in the four aspects of improving learning interest, improving learning ability, classroom satisfaction level, and course acceptance level. Conclusions:The pragmatic teaching reform in the internship of pediatric infectious diseases is highly accepted by students and beneficial to improving students' clinical thinking ability and comprehensive quality, which is worth further application and promotion.
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To enhance the learning stickiness, improve low completion rate of online teaching, and promote teaching quality has become the key to solve the contradiction in online teaching. In this paper, taking the teaching of biochemistry as example, based on the trigger mechanism, maintenance mechanism and migration mechanism of sticky learning, guided by the three-dimensional goal of "knowledge and skills, process and method, emotional attitude and values", the BOPPPS (bridge-in, objective, pre-assessment, participatory-learning, post-assessment, summary) teaching model was combined with online teaching. According to the interactive behavior in the course learning space, the Spearman rank correlation analysis was performed by SPSS 18.0 software to comprehensively evaluate the learning stickiness degree. The research has found that, due to its "micro but refined, compact structure and student-centered" characteristics, BOPPPS combining with online teaching can effectively make up for the time and space limitations of offline teaching and the excessively broad online teaching, bring benefits from the perspectives of "inclusion, attraction and production", promote students' active learning, and practically improve learning stickiness. The research provides a new idea for creating online "golden" courses.
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Objective:To explore the feasibility of applying BOPPPS (B-bridge in, O-objective, P-pre-assessment, P-participatory learning, P-post-assessment, S-summary) course design mode in the teaching of internal medicine practice for nursing undergraduates.Methods:A total of 73 nursing interns of Kunming Medical University were selected as subjects and divided into the experimental group ( n=30) and the control group ( n=43). The experimental group adopted the practice teaching method based on BOPPPS model, while the control group adopted the traditional teaching method. Students' evaluation was collected by questionnaire. The students' comprehensive reasoning ability, holistic nursing skills ability and clinical nursing evaluation ability were evaluated by taking out questions from the question bank. And the results of teachers' evaluation on the participation of case study and problem solving in the process of students' internship were collected. SPSS 20.0 was used for t-test. Results:The students' evaluation of the practice process in the experimental group (86.81±2.85) was significantly better than that in the control group (82.61±3.82) ( P<0.001). The experimental group was significantly better than the control group in comprehensive reasoning of clinical thinking and assessment of holistic nursing ability ( P <0.001). Teachers' evaluation in the experimental group was better than that in the control group ( P <0.05). The overall effect of the experimental group (20.60±1.73) was significantly better than that of the control group (17.84±1.70) ( P <0.001). Conclusion:BOPPPS mode is helpful for teachers to carry out and demonstrate holistic nursing teaching with symptoms as the core according to the overall teaching objectives of nursing internal medicine, optimize the time arrangement and knowledge structure, improve the practice efficiency, and promote the establishment of holistic nursing thinking mode of students.
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Objective:To investigate the feasibility and effectiveness of the blended teaching model for diagnostic radiology based on BOPPPS classroom reconstruction, i.e., bridge-in, objective, pre-assessment, participatory-learning, post-assessment, and summary.Methods:The undergraduate students in the classes of 2017 and 2018 in Department of Medical Imaging were selected as research subjects. The students in the class of 2018 were established as observation group and received the innovative blended teaching model based on BOPPPS classroom reconstruction, and those in the class of 2017 were established as control group and received teaching with traditional theoretical lectures. At the end of the course, 80 students were randomly selected from the observation group and the control group for performance analysis and teaching evaluation. SPSS 26.0 was used to perform the t-test. Results:The observation group had a total score of (82.66±6.18), while the control group had a total score of (76.47±5.42), and compared with the control group, the observation group had significantly higher scores of homework score, course discussion, and final examination ( P<0.05). Compared with the control group, the observation group had significantly higher scores of "understanding of the basic knowledge of imaging", "improvement of comprehensive diagnostic thinking ability", "stimulating the interest in learning and expanding horizons", and "cultivating clinical competence" in the self-evaluation survey ( P<0.05). Conclusion:The blended teaching model based on BOPPPS classroom reconstruction is suitable for the teaching of radiology diagnostics. It not only enriches teaching means and methods and enhances classroom participation and interaction, but also expands teaching space and teaching content.
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Objective:To seek the effect of group education under the BOPPPS model(bridge-in, objective, pre-assessment, participatory learning, post-assessment, summary) on the breastfeeding competency of first gestation women, to improve the breastfeeding competency of first gestation women and promote the realization of postpartum breastfeeding.Methods:Eighty-one first gestation women were chosen from the gestation class of the First Affiliated Hospital of Shanxi Medical University, the quasi-experimental research method was adopted, 40 women from January to February 2022 were involved in the control group and 41 women from May to June 2022 were involved in the intervention group. The control group was assigned common education, while the intervention group was assigned group education based on BOPPPS model. Breastfeeding Competency Scale (BCS) and breastfeeding family support questionnaire were used to compare breastfeeding competency and family support level of the two groups before and after intervention, and the skin contact rate at 1 hour after delivery and the pure breastfeeding rate at 42 days after delivery were compared between the two groups.Results:Before intervention, there was no significant difference in breastfeeding competency and family support level between the two groups (all P>0.05). After 4 weeks of intervention, the scores of breastfeeding competency and family support were (147.59 ± 13.50), (3.16 ± 0.18) points in the intervention group, more than those in the control group (125.48 ± 16.87), (2.87 ± 0.22) points, the differences were statistically significant between the two groups ( t=-6.52, -6.30, both P<0.05). The skin contact rate at 1 hour after delivery and the pure breastfeeding rate at 42 days postpartum were 75.6%(31/41), 53.7%(22/41) in the intervention group, more than those in the control group 52.5%(21/40), 30.0%(12/40), the differences were statistically significant between the two groups ( χ 2=4.71, 4.65, both P<0.05). Conclusions:Group education based on BOPPPS model can improve the level of breastfeeding competency and family support of gestation women. It increases the skin contact rate, and plays a good role in promoting the increase of pure breastfeeding rate.
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The article takes the experiment teaching combining Chaoxing Network Teaching Platform with BOPPPS model of obstetrics and gynecology in Chongqing Medical University as an example, and introduces the six teaching modules in detail that are followed in the mixed teaching mode: bridge in, objective, pre-assessment, participatory learning, post-assessment, and summary. Using the three-in-one assessment method of "process evaluation + incentive evaluation + summative evaluation", the learning effect of students was comprehensively evaluated. The practice proved that this mode can improve students' learning autonomy, exercise communication skills, cultivate teamwork spirit, promote the construction of clinical thinking, and improve teaching effect and classroom teaching quality.
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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.
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Protein Engineering is a core compulsory course of biotechnology major, which is the first-class undergraduate major being constructed in Shanxi Province. In view of the problems of single teaching mode of Protein Engineering, such as insufficient students' participation, short teaching time, and expensive experiment cost, the course team carried out the reform and practice of teaching mode for this course, and put forward a new teaching strategy. Under the guidance of the "Golden Course" standard for advancement, innovation and challenge, the course team developed the materials for massive open online courses (MOOC), and carried out the online and offline mixed teaching of Protein Engineering based on BOPPPS+flipped classroom by using the Chao-Xing Fan-Ya network teaching platform. Through this, a comprehensive, systematic and dynamic new teaching system of Protein Engineering was developed. Using the teaching mode based on BOPPPS+flipped classroom, the offline classroom teaching was combined with students' online self-study and homework completion, chapter test and discussion, and this mixed teaching mode was fully integrated into the flipped classroom. After three rounds of teaching practice, the course team had developed a complete, reproducible, scientific and reasonable online and offline mixed teaching mode, which included course materials preparation, exploring experiment guidance, classroom discussion design and course performance evaluation. The online and offline mixed teaching mode of Protein Engineering based on BOPPPS+flipped classroom was helpful for students to improve their autonomous learning ability, to be deeply engaged in the whole teaching process, and to develop a comprehensive and profound understanding of Protein Engineering. This teaching mode improved the teaching quality of Protein Engineering, and facilitated students to learn other follow-up professional courses. Moreover, it provides a reference for the course teaching reform.
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Humanos , Aprendizaje , EstudiantesRESUMEN
In the internet era, massive online open course (MOOC) provides a new research idea and direction for educational reform. The course of biochemistry has the characteristics of many miscellaneous knowledge points, and emphasis on theoretical studies. To overcome students' low interest in learning, the author designed an online and offline hybrid teaching mode based on the BOPPPS teaching method, and carried out the practice in the biochemistry classroom. The situational cases in BOPPPS stimulated the students' interest in learning, and the progressive classroom exercises expanded their horizon. The results show that compared with the students who have experienced blended learning, the depth of knowledge understanding of the experimental group is significantly better than that of the control group, and there is also a significant difference in learning effect (P<0.05). The average score of the experimental group (81. 13) was about 5 points higher than that of the control group (76. 21). The results of the questionnaire survey show that compared with the traditional teaching mode, students are more willing to accept the new teaching mode, and are willing to support the continuation of the teaching mode in the future semesters. Students believe that they can learn more from the new teaching mode than the traditional teaching mode. Moreover, the new teaching mode also promotes teamwork ability, improves students' interest in learning, and students are willing to spend a longer time preparing for the class independently before class. In sum, this method stimulates students' initiative in learning and promotes students to learn better.
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Objective:To explore the effect of a new teaching mode, which includes bridge-in, outcome, pre-test, participation, post-test and summary (BOPPPS), on the online teaching of radiobiology related knowledge for cancer radiotherapy practitioners.Methods:Taking the cell survival curve, cell cycle and radiosensitivity as examples, the radiotherapy practitioners in multiple university-affiliated hospitals were organized to carry out a multicenter prospective randomized control study. All practitioners were randomly divided into BOPPPS group and control group. The courses for BOPPPS group were designed as an online classroom, consisting of pre-class preparation, online teaching and post-class stages. The online teaching stage included video viewing, basic knowledge learning, literature discussion, group discussion and others. The control group employed the traditional teaching mode. The χ2 test was used to compare the consistency of general conditions between the two groups, and nonparametric test was used to compare the differences in scores between two or more groups. Results:The score of the pre-class test was 58.56 ± 0.99. Post-class average score for BOPPPS group was 85.48±0.85 and for control group 77.79±1.10, with the former being higher 7.69 ( Z=5.31, P<0.001) than the latter. The average answer time was (296.62±15.40) s for BOPPPS group and (386.41±21.27) s for control group, with the former being shorter 89.79 s ( Z=3.34, P=0.001) than latter. Subgroup analysis shown that the scores of BOPPPS group were significantly rising, regardless of whether or not the students had studied radiobiology courses. Among the students who have not studied these courses, the scores were rising greatly. Moreover, From the analysis of different positions, it was found that both the scores of BOPPPS group and control group have risen, especially for doctors, deputy chief doctors, physicists and technicians. There were also statistically differences between different degrees, with significantly rise in scores for undergraduate and doctoral students ( Z=3.64, 4.18, P<0.001). Conclusions:The flexible application of BOPPPS teaching mode to the online education of such boring disciplines, like radiobiology, is of great significance to raise the theoretical basis of radiotherapy practitioners.
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Objective:To explore the application effect of BOPPPS teaching(bridge-in, objective, pre-assessment, participatory learning, post-assessment, summary) model based on comprehensive surgical nursing cases in higher vocational nursing students.Methods:The nursing students of three-year higher vocational nursing in a vocational college in Jiangsu province were involved in the study. Two classes were randomly selected and divided into observation group (54 students) and control group (53 students). Students in the observation group were taught with BOPPPS teaching model that required comprehensive case resources of surgical nursing, while students in the control group were taught with traditional case-based learning. At the end of the course, the differences of students' comprehensive assessment scores, learning feelings and teachers' teaching skills evaluation were compared between the two groups. SPSS 20.0 was used for t test. Results:The comprehensive curriculum assessment results of nursing students in the observation group were higher than those of the control group [(65.20±10.08) scores vs. (60.97±10.41) scores], with statistical significance in the differences ( t=2.141, P=0.035). The total learning feeling scores of the observation group was higher than those of the control group [(77.50±4.93) scores vs. (72.21±7.15)], with statistical significance in the differences ( t=4.45, P<0.001). The scores of teachers' introduction, demonstration, questioning, change, organization, strengthening and ending skills in the observation group were higher than those in the control group, with significant differences ( P<0.05). Conclusion:BOPPPS teaching model based on comprehensive surgical nursing cases can optimize teaching design, improve teaching effect, and promote learning and teaching interactively.
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Objective:To explore the application of mixed BOPPPS (bridge-in, objective, pre-assessment, participatory-learning, post-assessment, summary) combined with case analysis teaching in nursing practice teaching in the department of endocrinology.Methods:Forty-five nurses of Batch 2017 who practiced in the Department of Endocrinology were selected as the control group, using traditional teaching; 45 practical nursing students of Batch 2018 were selected as the research group, using mixed BOPPPS combined with case analysis teaching. After the teaching, the teaching effect was evaluated by the theoretical and practical skill operation assessments, and the satisfaction with the teaching was investigated through the questionnaire. SPSS 22.0 was used for t test and chi-square test. Results:The scores of basic theory [(28.31±2.07) vs. (24.66±2.15)] and professional theory [(67.01±3.05) vs. (55.62±3.20)] in the theoretical assessment of practical nurses in the research group were higher than those in the control group, with significant differences ( P<0.05); the scores of each sub-item of the practical skills operation assessment were better than those in the control group, with significant differences ( P<0.05); in terms of teaching satisfaction, the research group was better than the control group in such 10 aspects as whether to improve the level of theoretical and practical skills operation, whether to improve the awareness of humanistic care and whether to improve the nurse-patient communication ability, etc., with significant differences ( P<0.05). Conclusion:The BOPPPS combined with case analysis teaching significantly improves the theoretical and practical skills and comprehensive literacy of the endocrinology practical nursing students, and the teaching satisfaction is significantly better than that of the traditional teaching, which is of promotion value.
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Anaerobic digestion is another important anaerobic catabolism pathway besides lactic acid and ethanol fermentation, which is of great significance for recycling resources, maintaining the ecological balance, optimizing the energy structure, alleviating the energy crisis, and promoting the implementation of the "Carbon Peaking and Carbon Neutrality" strategy. However, such an important metabolic process has not been involved in the current textbooks and teaching of biochemistry courses, making the teaching system incomplete. The anaerobic digestion process involves many reactions and complex metabolic pathways. In order to improve the students' understanding to this process, we created a full chart of the whole anaerobic digestion process based on systemic literature review and integrated it into the classroom teaching through the BOPPPS teaching mode. It was found that the classroom teaching assisted by this metabolic chart could help students establish the structural framework of the anaerobic digestion process and enrich the knowledge system of metabolism, achieving a good teaching effect. This paper introduces the content of the metabolic pathways of anaerobic digestion and the design of the teaching process, which would facilitate the teaching reforms and perfection of textbooks for related courses, such as Biochemistry, Environmental Engineering Microbiology and New Energy Engineering.
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Humanos , Anaerobiosis , Bioquímica/educación , Estudiantes , Redes y Vías Metabólicas , FermentaciónRESUMEN
Due to the COVID-19 pandemic, the teaching of Biopharmaceutical Engineering course was carried out online and completed with satisfactory outcomes. In order to improve the efficiency of online teaching, ensure the substantive equivalence between online and offline teaching and achieve effective teaching, this article summarized the exploration and practical experience of online teaching, taking the Biopharmaceutical Engineering course as an example. This includes analysis of learner characteristics, selection of online teaching platform, development of teaching resources, optimization of teaching contents, BOPPPS teaching method-based design of teaching structure, and reflection of effective teaching. This paper is expected to provide a useful reference for online teaching.
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Humanos , Productos Biológicos , Pandemias , COVID-19RESUMEN
Objective:To design a clinical replacement theoretic lesson based on BOPPPS on pediatric nephrotic syndrome for undergraduate nursing students and to evaluate the content and the effect of the lesson.Methods:A lesson on pediatric nephrotic syndrome for undergraduate nursing students was developed based on the BOPPPS model and the learning principles of Pediatric Nursing. The reliability of the content was assessed through expert consensus. And a group of undergraduate nursing students was invited to participate in the lesson and provide feedback on the effectiveness of the lesson.Results:An hour-long lesson was developed including a standard and real case with pediatric nephrotic syndrome and presented in a slide containing pictures. Seven experts validated the content of the lesson, ten undergraduate students and 1 professor of pediatric theory in the college commented that the lesson would improve their performance in clinical replacement.Conclusions:A clinical replacement theoretic lesson based on BOPPPS on pediatric nephrotic syndrome for undergraduate nursing students is well organized, well-accepted, and can bridge the school lessons and clinical practice for undergraduate nursing students.
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Objective:To explore the application value of BOPPPS teaching mode in the course of Medical Literature Retrieval. Methods:We selected 144 students from four classes of Chinese medicine in our school of Batch 2018 as the research objects, set 72 students from Class 1 and 3 as the experimental group, taking the BOPPPS teaching mode, and set 72 students in Class 2 and 4 as the control group, using traditional teaching mode. After the teaching activities were completed, the teaching effect, teaching satisfaction, and evaluation of the teaching results of the two groups of students were compared through basic theoretical examinations, database operation and questionnaire surveys. SPSS 21.0 software was performed for data analysis.Results:The database assessment scores of the experimental group and the control group were (87.82 ± 9.24) points and (82.50 ± 6.18) points, respectively, with statistical differences between the two groups ( P=0.001, P<0.05). The questionnaire survey showed that the feedback of the experimental group in database use, stimulating learning interest and teaching satisfaction were better than that of the control group, with statistical differences ( P<0.05). Conclusion:The BOPPPS teaching mode helps to stimulate students' interest in learning, improve learning efficiency, and ultimately improve the quality of teaching.
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As an important part of college education, quality education curriculum is an essential sector for ideological education. The quality education curriculum "Introduction to Life Science" is a demonstration course of ideological education in Beijing University of Chemical Technology. The teacher actively merged the ideological elements with the course and created 18 teaching cases, which were integrated into classroom teaching through the BOPPPS teaching model. Using this approach, both the curriculum knowledge and the ideological value were given to students, which further boosted their interests to the course. This article introduces the overall idea, process of reform and implementation of this initiative.