Evaluation on effectiveness of BOPPPS method in evidence-based medicine teaching_Chinese Journal of Evidence-Based Medicine

Authors：

MA Bin ¹ , LUO Xiaofeng ² , SHEN Xiping ² , LIU Yali ³ , LI Linjing ⁴ , TIAN Jinhui ¹ , WANG Xin ⁵ ,  YANG Kehu ¹

1. Evidence-Based Medicine Center, School of Basic Medical Sciences, Lanzhou University, Lanzhou, 730000, P.R.China;
2. School of Public Health, Lanzhou University, Lanzhou, 730000, P.R.China;
3. Department of Neurosurgery, Second Hospital of Lanzhou University, Lanzhou, 730000, P.R.China;
4. Clinical Laboratory, Second Hospital of Lanzhou University, Lanzhou, 730000, P.R.China;
5. Department of Orthopaedics, First Hospital of Lanzhou University, Lanzhou, 730000, P.R.China;

Corresponding author：

YANG Kehu, Email: kehuyangebm2006@126.com

Keywords：

BOPPPS teaching mode; Evidence-based medicine; Undergraduate

DOI：

10.7507/1672-2531.201901061

Video：

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Objectives To assess the effectiveness of BOPPPS method in teaching of evidence-based medicine for undergraduates.Methods Two classes from the first and second clinical medical college of Lanzhou University were randomly selected as BOPPPS group and traditional teaching group, respectively. The examination scores and questionnaire were used in combination to evaluate the teaching effectiveness. EpiData 3.1 software was used for data entry. SPSS 23.0 software was used for statistical analysis.Results A total of 25 students were in BOPPPS group and 26 in traditional teaching group. Baseline characteristics such as gender, age, participation in scientific researches, publication of articles were balanced between two groups. The score of the BOPPPS group was higher than that of the traditional teaching group, and there was a significant difference between two groups in evidence searching, evidence evaluation and total score (P<0.05). Compared with traditional teaching group, more students from BOPPPS group deem that study interest, learning initiative, problem analysis and solving capability, self-study capability, communication between teachers and students, information acquisition capability, information analysis and utilization capability, speech capability and so on are improved, and there was a significant difference between the two groups (P<0.05).Conclusions The BOPPPS teaching mode is beneficial for undergraduates to improve innovative and practical capability, and improve quality and effectiveness of evidence-based medicine teaching.

Citation： MA Bin, LUO Xiaofeng, SHEN Xiping, LIU Yali, LI Linjing, TIAN Jinhui, WANG Xin, YANG Kehu. Evaluation on effectiveness of BOPPPS method in evidence-based medicine teaching. Chinese Journal of Evidence-Based Medicine, 2019, 19(8): 904-908. doi: 10.7507/1672-2531.201901061 Copy

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1. 钟志贤. 大学教学模式改革的十大走向. 中国高教研究, 2007, (1): 88-91.
2. Pattison P, Russell D. Instructional Skills Workshop Handbook. Vancouver: UBC Centre for Teaching and Academic Growth, 2006.
3. 曹丹平, 印兴耀. 加拿大 BOPPPS 教学模式及其对高等教育改革的启示. 实验室研究与探索, 2016, 35(2): 196-200.
4. 沈旭君, 王灵聪, 冯晓红. BOPPPS 教学法在西医诊断学理论教学中的应用. 中国高等医学教育, 2016, (7): 99-100.
5. 孙亚南, 王楠, 张东敏, 等. 高校青年教师实现有效教学的思路研究-基于 BOPPPS 模式的分析与应用. 教育现代化, 2017, 4(45): 134-136.
6. 张路, 刘丹. BOPPPS教学模式在基础护理学理论教学中的应用. 卫生职业教育, 2018, 36(4): 48-49.
7. 水志国. 头脑风暴法简介. 学位与研究生教育, 2003, (1): 44.
8. 教育部. 卫生部关于印发《本科医学教育标准-临床医学专业(试行)》的通知(2008-09-16). Available at: http://old.moe.gov.cn//publicfiles/business/htmlfiles/moe/s3864/201010/xxgk_109605.html.
9. 张建勋, 朱琳. 基于 BOPPPS 模型的有效课堂教学设计. 职业技术育, 2016, 37(11): 25-28.
10. Allan J. Learning outcomes in higher education. Stud High Edu, 1996, 21(1): 93-108.

Chinese Journal of Evidence-Based Medicine

Evaluation on effectiveness of BOPPPS method in evidence-based medicine teaching

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