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

Corresponding author: Liu Yali, ericliudoc@ccmu.edu.cn

DOI: 10.12201/bmr.202406.00015

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  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.

  Submit time: 11 June 2024

  Copyright: The copyright holder for this preprint is the author/funder, who has granted biomedRxiv a license to display the preprint in perpetuity.
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