通讯作者: 柳雅立, ericliudoc@ccmu.edu.cn

DOI：10.12201/bmr.202406.00015

The application of BOPPPS teaching mode combined with case teaching method in infectious disease teaching

• 摘要：探讨OPPPS模型结合案例教学法（CBL）对本科生传染病教学的作用。方法： 以病毒性肝炎的教学为例，选择五年制本科大学四年级学生为研究对象，两个班（41人、43人）分别采用BOPPPS模型与CBL（BOPPPS-CBL）结合的教学法和传统讲授式（LBL）教学。课后对学生开展问卷调查和专业知识测评。结果： BOPPPS-CBL组的学生认为教学方案提高交流表达能力、学习兴趣、巩固基础理论知识、拓展课堂知识、培养临床思维能力、提高分析与总结能力、教学重点明确、提高团队协作能力的赞同率（（92.7%、97.6%、87.8%、90.2%、90.2%、92.7%、95.1%、78.0%）高于 LBL 组（76.7%、72.1%、69.8%、69.8%、67.4%、72.1%、65.1%、55.1%，P＜0.05）。BOPPPS-CBL组专业知识测评成绩显著高于LBL组（54.8±3.2 vs 51.1±4.6分,P<0.01）。结论： BOPPPS-CBL教学模式相对与CBL教学法可能更有利与本科医学生的传染病教学，值得进一步探索。

  关键词： BOPPPS模型; 案例教学法; 传染病; 病毒性肝炎,本科

   

  Abstract: Objective: To explore the role of the BOPPPS model combined with the Case Based Learning (CBL) method in teaching infectious diseases to undergraduate students. Method: Taking the teaching of viral hepatitis as an example, the fourth grade students of a five-year undergraduate university were selected as the research subjects. Two classes (41 and 43 students) were taught using the BOPPPS model combined with CBL (BOPPPS-CBL) teaching method and traditional lecture style (LBL) teaching method, respectively. Questionnaire surveys and professional knowledge assessments for students after class were conducted. Result: The students in the BOPPPS-CBL group had a high approval rate (92.7%, 97.6%, 87.8%, 90.2%, 90.2%, 92.7%, 95.1%, 78.0%) that the teaching plan improved their communication and expression ability, learning interest, consolidated basic theoretical knowledge, expanded classroom knowledge, cultivated clinical thinking ability, improved analytical and summary ability, clarified teaching priorities, and improved team collaboration ability were higher than the LBL group (76.7%, 72.1%, 69.8%, 69.8%, 67.4%, 72.1%, 65.1%, 55.1%, P<0.05). The professional knowledge assessment scores of the BOPPPS-CBL group were significantly higher than those of the LBL group (54.8 ± 3.2 vs 51.1 ± 4.6, P<0.01). Conclusion: The BOPPPS-CBL teaching model may be more conducive to infectious disease teaching for undergraduate medical students compared to the CBL teaching method, and it is worth further exploration.

  Key words: BOPPPS model; Case teaching method; Infectious diseases; Viral hepatitis, undergraduate.

  提交时间：2024-06-11

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• 序号	提交日期	编号	操作
  1	2024-03-24	bmr.202406.00015V1	下载

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