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Abstract Background As online teaching gains prevalence in higher education, traditional face-to-face methods are encountering limitations in meeting the demands of medical ethics, the availability of experimental resources, and essential experimental conditions. Consequently, under the guidance of the BOPPPS (bridge-in, objective, preassessment, participatory learning, postassessment, summary) teaching model, the application of virtual simulation platform has become a new trend. The purpose of this study is to explore the effect of BOPPPS combined with virtual simulation experimental teaching on students’ scores and the evaluation of students’ participation, performance and teachers’ self-efficacy in preventive medicine experiment. Methods Students from Class 1 and Class 2 of 2019 preventive medicine major in Binzhou Medical University were selected as the research objects. The experimental group (class 2) (n = 51) received the teaching mode combined with BOPPPS and virtual simulation platform, while the control group (class 1) (n = 49) received the traditional experimental teaching method. After class, the experimental report scores, virtual simulation scores, students’ engagement scale (SES), Biggs questionnaires, and teachers’ sense of self-efficacy (TSES) questionnaires were analyzed. Results The experimental report results demonstrated a significant increase in the total score of the experimental group and the scores of each of the four individual experiments compared to the control group (P

Abstract Background This study aimed to assess the effectiveness of the BOPPPS model (bridge-in, learning objective, pre-test, participatory learning, post-test, and summary) in otolaryngology education for five-year undergraduate students. Methods A non-randomized controlled trial was conducted with 167 five-year undergraduate students from Anhui Medical University, who were allocated to an experimental group and a control group. The experimental group received instruction using the BOPPPS model, while the control group underwent traditional teaching methods. The evaluation of the teaching effectiveness was performed through an anonymous questionnaire based on the course evaluation questionnaire. Students’ perspectives and self-evaluations were quantified using a five-point Likert scale. Furthermore, students’ comprehension of the course content was measured through a comprehensive final examination at the end of the semester. Results Students in the experimental group reported significantly higher scores in various competencies compared to the control group: planning work (4.27 ± 0.676 vs. 4.03 ± 0.581, P

Background: This study aimed to assess the effectiveness of the BOPPPS model (bridge-in, learning objective, pre-test, participatory learning, post-test, and summary) in otolaryngology education for five-year undergraduate students. Methods: A non-randomized controlled trial was conducted with 167 five-year undergraduate students from Anhui Medical University, who were allocated to an experimental group and a control group. The experimental group received instruction using the BOPPPS model, while the control group underwent traditional teaching methods. The evaluation of the teaching effectiveness was performed through an anonymous questionnaire based on the course evaluation questionnaire. Students' perspectives and self-evaluations were quantified using a five-point Likert scale. Furthermore, students' comprehension of the course content was measured through a comprehensive final examination at the end of the semester. Results: Students in the experimental group reported significantly higher scores in various competencies compared to the control group: planning work (4.27 ± 0.676 vs. 4.03 ± 0.581, P < 0.05), problem-solving skills (4.31 ± 0.624 vs. 4.03 ± 0.559, P < 0.01), teamwork abilities (4.19 ± 0.704 vs. 3.87 ± 0.758, P < 0.05), and analytical skills (4.31 ± 0.719 vs. 4.05 ± 0.622, P < 0.05). They also reported higher motivation for learning (4.48 ± 0.618 vs. 4.09 ± 0.582, P < 0.01). Additionally, students in the experimental group felt more confident tackling unfamiliar problems (4.21 ± 0.743 vs. 3.95 ± 0.636, P < 0.05), had a clearer understanding of teachers' expectations (4.31 ± 0.552 vs. 4.08 ± 0.555, P < 0.05), and perceived more effort from teachers to understand their difficulties (4.42 ± 0.577 vs. 4.13 ± 0.59, P < 0.01). They emphasized comprehension over memorization (3.65 ± 1.176 vs. 3.18 ± 1.065, P < 0.05) and received more helpful feedback (4.40 ± 0.574 vs. 4.08 ± 0.585, P < 0.01). Lecturers were rated better at explaining concepts (4.42 ± 0.539 vs. 4.08 ± 0.619, P < 0.01) and making subjects interesting (4.50 ± 0.546 vs. 4.08 ± 0.632, P < 0.01). Overall, the experimental group expressed higher course satisfaction (4.56 ± 0.542 vs. 4.34 ± 0.641, P < 0.05). In terms of examination performance, the experimental group scored higher on the final examination (87.7 ± 6.7 vs. 84.0 ± 7.7, P < 0.01) and in noun-interpretation (27.0 ± 1.6 vs. 26.1 ± 2.4, P < 0.01). Conclusion: The BOPPPS model emerged as an effective and innovative teaching method, particularly in enhancing students' competencies in otolaryngology education. Based on the findings of this study, educators and institutions were encouraged to consider incorporating the BOPPPS model into their curricula to enhance the learning experiences and outcomes of students. [ABSTRACT FROM AUTHOR]

Abstract Background Expanding new nurse training and education is a priority for nursing educators as well as a critical initiative to stabilize the nursing workforce. Given that there is currently no standardized program for the training of new nurses in China, we investigated the effectiveness of the bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary model combined with case-based learning ((BOPPPS-CBL) for the standardized training of new nurses. Methods The mixed method approach with explanatory sequential (quantitative-qualitative) method was used. A questionnaire was used to compare the impact of the BOPPPS-CBL model and the Traditional Learning Model (TLM) on the core competencies of 185 new nurses for two years of standardized training. Quantitative data were analyzed using SPSS 22.0. Focus group interviews were used with four groups of new nurses and perceptions of BOPPPS-CBL training were recorded. Qualitative data were analyzed thematically. Results According to the quantitative data, more new nurses agreed that the BOPPPS-CBL model stimulated their learning and improved their core nursing competencies than the TLM. The BOPPPS-CBL group outperformed the TLM group on theoretical knowledge tests. Qualitative data revealed that 87.5% of new nurses agreed on the value of BOPPPS-CBL training, and three themes were extracted: (1) role promotion; (2) formation of new thinking to solve clinical problems; and (3) suggestions for improvement. Conclusion BOPPPS-CBL training had a significant impact on improving new nurses’ core competencies and promoting the transition of new nurses to clinical practice nurses in China. The study recommends BOPPPS-CBL training as an effective teaching model for the standardized training and education of new nurses.

BackgroundTeaching ward rounds are the main teaching method used to develop clinical skills in standardized nursing training. However, the existing methods lack of cultivation of comprehensive ability and humanistic care for nurses, cannot meet the requirements of standardized training for nurses. BOPPPS (bridge-in, objective, pre-assessment, participatory Learning, post-assessment, and summary) is a student-centered teaching model that has been proven to enhance classroom teaching effectiveness. Therefore, the BOPPPS model was applied and its effectiveness in standardized nursing training was evaluated.MethodsIn total, 260 nursing students were randomly allocated to two groups: the experimental group used the BOPPPS model and the control group used the traditional teaching model. This study used a mixed quantitative and qualitative research method to evaluate the effectiveness of the BOPPPS model.ResultsThe quantitative results were as follows: no significant difference in baseline scores was observed between the two groups before training. After training, the theory and practical scores in the experimental group were significantly higher than that of the control group. Similarly, students in the experimental group presented higher comprehensive ability scores than their counterparts. The students in the experimental group also exhibited higher satisfaction compared to the control group, while there was no difference in teacher satisfaction scores between the two groups (p = 0.323). Qualitative data showed that the vast majority of nurses and teachers agreed on the value of BOPPPS training.ConclusionCompared to traditional teaching methods, the BOPPPS model was more effective in standardized nursing training. We recommend applying the BOPPPS model to nursing training.

Abstract Background/Aim Interpreting an electrocardiogram (ECG) is a vital skill for nurses in cardiology. This study aimed to evaluate the efficacy of the bridge-in, objective, preassessment, participatory learning, post-assessment, and summary (BOPPPS) model, when combined with case-based learning (CBL), in enhancing nursing students’ ECG interpretation capabilities. Materials & methods Nursing students were randomly divided into two groups: one utilizing the BOPPPS model combined with CBL (BOPPPS-CBL), and the other employing a traditional lecture-based learning (LBL) model. All participants underwent training and completed pre- and post-course quizzes. Results The BOPPPS-CBL model significantly improved nursing students’ abilities in ECG interpretation compared to the traditional LBL model group. The BOPPPS-CBL model proved to be a comprehensive and effective method for enhancing students’ attitudes towards teaching and learning. Discussion Our study demonstrated for the first time that the BOPPPS-CBL model is an innovative and effective method for promoting nurses’ accuracy in ECG interpretation. It highlights the potential of this approach as a superior alternative to traditional learning methods.

Background/Aim: Interpreting an electrocardiogram (ECG) is a vital skill for nurses in cardiology. This study aimed to evaluate the efficacy of the bridge-in, objective, preassessment, participatory learning, post-assessment, and summary (BOPPPS) model, when combined with case-based learning (CBL), in enhancing nursing students' ECG interpretation capabilities. Materials & methods: Nursing students were randomly divided into two groups: one utilizing the BOPPPS model combined with CBL (BOPPPS-CBL), and the other employing a traditional lecture-based learning (LBL) model. All participants underwent training and completed pre- and post-course quizzes. Results: The BOPPPS-CBL model significantly improved nursing students' abilities in ECG interpretation compared to the traditional LBL model group. The BOPPPS-CBL model proved to be a comprehensive and effective method for enhancing students' attitudes towards teaching and learning. Discussion: Our study demonstrated for the first time that the BOPPPS-CBL model is an innovative and effective method for promoting nurses' accuracy in ECG interpretation. It highlights the potential of this approach as a superior alternative to traditional learning methods. [ABSTRACT FROM AUTHOR]

In recent years, teaching reform in colleges and universities has been in full swing. English, as a very important part of students’ learning in colleges and universities, is also being explored and practiced through new reforms. The study explores the possibility of combining the BOPPPS teaching model with the blended teaching model and applying it to English teaching in colleges and universities, constructs a college English teaching model based on BOPPPS+blended teaching, and designs an English teaching experiment accordingly. Explore the effect of the college English teaching model based on BOPPPS+blended teaching in improving students’ English performance and classroom participation. The experimental group’s online and offline test scores are significantly superior to those of the three control groups, and the distribution of their scores is less discrete and more central. The passing rates of online grades were ranked from highest to lowest: experimental group (95.83%) > control 3 group (88%) > control 1 group (87.5%) > control 2 group (83.67%). The pass rates of offline scores in descending order were: experimental group (97.92%) > control 3 group (90%) > control 2 group (85.71%) > control 1 group (85.42%). The pre-test English scores for the four classes are small and not significant. The three control groups had a posttest oral score of 32.645, a posttest written score of 47.958, and a posttest total score of 78.646, a significant difference from the experimental group’s oral score. The teacher-student behavioral transformation rate of the experimental group (0.65) was higher than that of the control 3 groups (0.292), and the students in the experimental group were more engaged and motivated in the classroom.

As the main form of improving students’ labor ability level and labor consciousness, labor education is conducive to promoting students’ physical and mental health development, and its content has a high overlap with ideological education. Under this premise, this paper proposes a BOPPPS teaching model that integrates labor ability cultivation and ideological education and constructs an evaluation model of ideological teaching to provide a basis for the validation and analysis of the examples of the BOPPPS teaching model. In the construction of the Civic and Political teaching evaluation model, based on the relevant principles of cluster analysis, an improved NP algorithm is proposed on the basis of K-means clustering algorithm and hierarchical cohesion algorithm, the data matrix is constructed, and the clustering features are introduced to portray the clustering characteristics. The evaluation model of Civics teaching is built based on cluster analysis and combined with hierarchical analysis. The example experiment of the BOPPPS teaching model was launched in University L. The difference between the clusters of Civics teaching evaluation obtained from the experiment and the proportion of the score section of the subject students’ grades is less than 1%, which is basically the same, which verifies the performance of the Civics teaching evaluation model. The mean value of each dimension of labor quality evaluation of the subject students is greater than 4, and the performance of labor quality is excellent.

Classroom teaching mode is an important factor affecting classroom quality and students’ performance. The use of science and technology combined with advanced teaching concepts to rationalize classroom teaching innovation and change has become a research hotspot in the field of education. In this paper, we use the BOPPPS teaching mode on the basis of big data technology to promote teaching innovation in the existing classroom teaching chemical principles. Using a questionnaire survey to study the teaching status of chemical principles in a city university, it is found that the current chemical principle classroom teaching is generally characterized by the problems of solidified teaching mode design, single teaching evaluation method, random design of teaching objectives, etc. The BOPPPS model is applied to the teaching of chemical principles at a city university. The BOPPPS model is applied to the teaching practice of chemical principles in a university, and the student’s classroom performance before and after the change of teaching mode shows obvious differences. After the experiment, 64.17% of the students expressed hope that the BOPPPS teaching model could be promoted in other disciplines. Cluster analysis of students’ performance before and after the experiment using an optimized K-means clustering algorithm shows that the performance of the seven students extracted from the experiment significant improvement after the experiment. The use of the BOPPPS teaching mode makes the students’ score range increase from 60-70 before the test to 80-90 after the test.

Artificial intelligence technology is increasingly being employed within educational contexts, markedly enhancing the dynamics of instruction through the integration of intelligent algorithms. This study endeavors to revitalize the BOPPPS model in blended college English teaching by amalgamating it with the Bayesian knowledge tracking model and a reinforcement learning algorithm. The objective is to establish a refined, blended teaching framework based on the BOPPPS model and to investigate its efficacy along with the variables that influence its outcomes. The findings affirm a positive correlation between the effectiveness of blended English teaching at the university level and the student's cognitive abilities, skillsets, and affective attitudes, with all p-values demonstrating significance at the 0.001 level. Comparative analysis of pre-and post-test data from the blended teaching experiment revealed no initial significant differences between the experimental and control groups across six dimensions of English proficiency and five dimensions of interest in learning English. However, post-experiment results indicated substantial enhancements in the experimental group's overall English scores, listening, reading comprehension, writing, translation, and speaking abilities relative to the control group, with p-values falling below 0.05. Additionally, the p-values for the paired sample tests concerning the dimensions of interest in learning English in both groups were also below 0.05. These results suggest that blended English teaching at the university level not only significantly boosts students’ performance in English but also augments their interest in the language. This study underscores the potential of integrated teaching models that incorporate AI-driven algorithms to significantly enhance educational outcomes.

With the continuous development of information technology, the blended teaching mode is gradually and widely used in English teaching. Various online education platforms have emerged, most of which are student-oriented, through which teachers push various teaching resources to students in the form of text, audio, video, and other multimodal forms, mobilizing students’ visual, auditory and tactile senses to enhance students’ learning effect. It is an inevitable choice of the times for universities to use online resources, practice new education and teaching reform concepts, and constantly reflect on and reshape teaching modes. Because of the learning situation of English majors, teachers actively explore the blended teaching mode of English majors’ audio-visual courses, which helps students form good independent learning abilities and can effectively improve students’ comprehensive English application ability. However, during the initial practice, the disadvantages of blended teaching in English audio-visual courses are highlighted, which are reflected in the lack of Internet teaching resources, poor teacher and student autonomy, and an imperfect teaching evaluation system. With the help of information technology, the BOPPPS teaching model is rapidly and highly integrated with traditional English audio-visual course teaching. Based on the BOPPPS model, this paper combines the background and meaning of blended teaching in English major audiovisual speaking courses with four aspects of practical investigation: constructing a resource base, teachers’ knowledge management ability, students’ self-learning ability, and teaching evaluation system.

In this paper, the BOPPPS model is used to improve the curiosity of trainees, determine the learning objectives, adjust the depth and progress of the course, and achieve the innovative development of the complete teaching process. The data of textile industry and fine arts trainees are collected, the least squares estimator of variance vector is calculated, and the industry integration development path covariates are obtained by combining the principle of great likelihood ratio to determine the change of linear relationship between the two and achieve the optimal development path. The results show that after the teaching of BOPPPS model, the control P value of trainees’ performance is less than 0.05, which contributes to the cultivation of trainees’ innovative thinking, thus promoting the integrated development of Shandong folk art and contemporary textile industry and improving regional economic benefits.

This study examines the hybrid online-offline teaching of civics in colleges and universities, with a particular emphasis on the analysis of the BOPPPS teaching model. The study also evaluates and analyzes the civics application under the BOPPS teaching model using the ID3 decision tree algorithm and the information gain method as attribute selection criteria. By integrating BOPPS teaching and online and offline hybrid Civics teaching, an online, hybrid teaching model platform based on BOPPPS is constructed. The teaching impact of the BOPPS online and offline hybrid Civics education was confirmed when combined with the empirical data. According to the findings, 66% of students anticipate learning about civics online, and 77% anticipate learning about civics both online and offline. The standard deviation for traditional instruction is 5.7819; for “online resources + offline classroom teaching,” it is 5.832; for BOPPPS teaching, it is 8.3988; and for BOPPPS teaching with online and offline integration, it is 6.0921. This study is helpful for fostering innovation and growth in both offline and online education at colleges and institutions. Hybrid civics education’s evolution and innovation.

At present, the imperfect network language environment has adversely affected cultivation of the language quality. Therefore, it is urgent to use modern information technology to design a novel algorithm model for the cultivation of language quality. To propose a more efficient model for language training assessment, a data mining algorithm and a Bayesian network were used to design a BOPPPS (Bridge-in, Objective/Outcome, Pre-assessment, Participatory learning, Post-assessment, Summary) model, with the model used to cultivate the language quality of adolescents. Regarding adolescents as the research object, a simulation experiment on the BOPPPS model was conducted, evaluating the actual effect by using the multi-level fuzzy comprehensive evaluation model. Results show that the BOPPPS model based on data mining algorithm and Bayesian network can effectively improve the language quality of adolescents. This lifting effect is mainly reflected in the mining and analysis of fMRI brain wave data based on Bayesian network. The resulting BOPPPS model and the traditional simple proposed BOPPPS are more scientific and targeted. During the training of adolescents' language quality, the proposed BOPPPS model can be used directly for teaching applications, which can get a better application effect. The conclusions can provide some reference for the cultivation of language quality and have certain theoretical research significance.

Objective To explore the application effect of BOPPPS combined with dynamic scenarios simulation in ICU nursing teaching. Methods Totally 57 nursing students who practiced their internship in ICU ward of a grade-A hospital from July, 2021 to February, 2022 were selected as the research objects. In the clinical teaching of ICU, 27 students in the control group adopted conventional teaching method, and 30 students in the experimental group adopted BOPPPS combined with dynamic scenarios simulation teaching method. The two groups were compared in terms of assessment results, independent learning ability and critical thinking level. Results The examination results of the test group were better than that of the control group, with a significant difference(P＜0. 05). The experimental group had higher evaluation on the teaching effect of BOPPPS combined with dynamic scenario simulation. After teaching, the planning and implementation, self-management and total score of independent learning ability in the experimental group were significantly higher than those of the control group, with statistical significance (P＜0. 05). There was statistically significant difference in the total score of critical thinking in experimental group before and after teaching (P＜0. 05). Conclusion BOPPPS combined with dynamic scenarios simulation can improve students' independent learning ability, cultivate students' critical thinking, and achieve good teaching effect. (目的 探讨BOPPPS结合动态情景模拟在ICU护理教学中的应用效果。方法 选取2021年7月—2022年2月在某三甲医院ICU病房实习的护理学生57名作为研究对象。在ICU的临床教学工作中, 对照组27名学生采用常规的教学方法, 试验组30名学生采用BOPPPS结合动态情景模拟教学法。比较两组学生考核成绩、自主学习能力、评判性思维水平。结果 试验组出科考核成绩优于对照组, 差异有统计学意义(P＜0. 05)。试验组学生对BOPPPS结合动态情景模拟教学效果评价较高。教学后试验组的计划和实施、自我管理及自主学习能力总分高于对照组, 差异有统计学意义(P＜0. 05); 试验组学生教学前和教学后评判性思维总分比较, 差异有统计学意义(P＜0. 05)。结论 BOPPPS结合动态情景模拟可以提高学生自主学习能力, 培养学生的评判性思维, 教学效果好。)

This study aims to explore college students' learning and academic self-efficacy in self-regulated learning and the effectiveness of learner-centered education by integrating the bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary (BOPPPS) model and interactive response system (IRS) tool. Accordingly, learning self-efficacy includes five dimensions, namely, conceptual understanding, everyday application, practical work, higher-order cognitive skills, and science communication. Meanwhile, self-regulated learning represents six dimensions, namely, goal setting, environment structuring, task strategies, time management, help seeking, and self-evaluation. Questionnaire responses were collected from hospitality students in the university for the subject of hospitality cost control. Results showed that learners' learning self-efficacy was positively associated with academic self-efficacy, while self-regulated learning mediated the relations between learners' learning and academic self-efficacy. Moreover, results indicated that students who participate in class demonstrate substantially high learning and academic self-efficacy for integrating the BOPPPS model and IRS methods in their classroom, particularly in the post-test rather than in the pre-test. Lastly, results provide empirical evidence for learning and academic achievement of self-efficacy, self-regulated learning, and effective teaching design in the tourism and hospitality setting context. [ABSTRACT FROM AUTHOR]

Abstract Background BOPPPS (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) is a student-centered modular teaching model that improves classroom teaching effectiveness. This study’s primary aim was to explore whether the BOPPPS model has advantages over traditional instructional approaches in teaching lung cancer courses to clinical medical interns. Methods A total of 88 students majoring in clinical medicine of Shandong First Medical University and Shandong University, who had clinical practice in thoracic surgery from January 2018 to December 2019, were divided into two groups, receiving the same lung cancer teaching content. The experimental group (n = 44) utilized the BOPPPS model, while the control group (n = 44) used the traditional instructional approach. A questionnaire was used to attain the students’ satisfaction and self-evaluation of the course, and a post-study examination was used to assess end-of-course performance. Results The experimental group’s theoretical examination scores with the BOPPPS teaching model were significantly higher than those in the control group. Students preferred the BOPPPS model more than the traditional instructional approach in course satisfaction, student–teacher interaction, learning initiative, analytical ability, clinical thinking ability, and self-study ability (p

Abstract Background To investigate the effect of the bridge-in, objective, preassessment, participatory learning, post assessment, and summary (BOPPPS) model combined with case-based learning (CBL) on ophthalmology teaching for five-year paediatric undergraduates. Methods The effects of the BOPPPS model combined with CBL (BOPPPS-CBL) and traditional lecture-based learning (LBL) on ophthalmology teaching were compared among students in a five-year programme. The questionnaire surveys of the students were collected and statistically analysed after the class. The final examination scores, including on elementary knowledge and case analysis, in the two groups were analysed. Results There were no statistically significant differences between the teachers and students in the baseline data. More students agreed that the BOPPPS-CBL model helped develop their problem-solving skills, analytical skills and motivation for learning better than the LBL model. There was no significant difference in learning pressure between the two groups. The final examination scores of the BOPPPS-CBL group were significantly higher than those of the LBL group. The overall course satisfaction of the BOPPPS-CBL group was obviously higher than that of the LBL group. Conclusions The BOPPPS-CBL model is an effective ophthalmology teaching method for five-year paediatric undergraduates.

The purpose of this study is to analyze the learning effect of the innovative teaching trilogy of APS teaching method parallel peer scaffolding process and then integrated into BOPPPS model for online teaching. The first part of the teaching strategy constructed in this study - APS teaching method, is mainly aimed at the course design in the teaching process of teachers, including asking, presenting and scaffolding. The second part is the peer-to-peer scaffolding process. Through the peer-to-peer eagle case process, students are trained to interpret, evaluate and communicate the information generated by managing case study and analysis, so that students can use case study in the classroom to improve learning motivation and enhance learning from peer scaffolding. The third part is the BOPPPS model, which will use the university's innovative classrooms, so that students can understand each other's situation face to face, and through the common practical cases in the class materials, find related practical applications of the same type, so that students are willing to actively participate and become BOPPPS The most important teaching method is the initial introduction, which is expected to attract student’s attention, to be interested in the unit content, and to be able to understand the teaching objectives of this unit, to arouse student’s interest in management concepts through different interesting teaching materials learn. This program uses pre-tests to understand the basic knowledge of students, so as to accurately grasp the mentality of all students facing management courses, their cognition of management majors, their interest in case study and analysis, and their past efforts. Through the positive encouragement in the peer scaffolding group and the guidance of warm-up questions before class, this research can effectively grasp the learning status of students from different backgrounds, so that all students can fully immerse themselves in a positive and effective learning atmosphere. It can reverse the learning pressure of online teaching for students in the technical and vocational system, and enable students to effectively apply the professional knowledge acquired in this research institute in the face of future business operations and corporate governance. [ABSTRACT FROM AUTHOR]

Background: To investigate the effect of the bridge-in, objective, preassessment, participatory learning, post assessment, and summary (BOPPPS) model combined with case-based learning (CBL) on ophthalmology teaching for five-year paediatric undergraduates. Methods: The effects of the BOPPPS model combined with CBL (BOPPPS-CBL) and traditional lecture-based learning (LBL) on ophthalmology teaching were compared among students in a five-year programme. The questionnaire surveys of the students were collected and statistically analysed after the class. The final examination scores, including on elementary knowledge and case analysis, in the two groups were analysed. Results: There were no statistically significant differences between the teachers and students in the baseline data. More students agreed that the BOPPPS-CBL model helped develop their problem-solving skills, analytical skills and motivation for learning better than the LBL model. There was no significant difference in learning pressure between the two groups. The final examination scores of the BOPPPS-CBL group were significantly higher than those of the LBL group. The overall course satisfaction of the BOPPPS-CBL group was obviously higher than that of the LBL group. Conclusions: The BOPPPS-CBL model is an effective ophthalmology teaching method for five-year paediatric undergraduates. [ABSTRACT FROM AUTHOR]

Background: BOPPPS (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) is a student-centered modular teaching model that improves classroom teaching effectiveness. This study's primary aim was to explore whether the BOPPPS model has advantages over traditional instructional approaches in teaching lung cancer courses to clinical medical interns. Methods: A total of 88 students majoring in clinical medicine of Shandong First Medical University and Shandong University, who had clinical practice in thoracic surgery from January 2018 to December 2019, were divided into two groups, receiving the same lung cancer teaching content. The experimental group (n = 44) utilized the BOPPPS model, while the control group (n = 44) used the traditional instructional approach. A questionnaire was used to attain the students' satisfaction and self-evaluation of the course, and a post-study examination was used to assess end-of-course performance. Results: The experimental group's theoretical examination scores with the BOPPPS teaching model were significantly higher than those in the control group. Students preferred the BOPPPS model more than the traditional instructional approach in course satisfaction, student–teacher interaction, learning initiative, analytical ability, clinical thinking ability, and self-study ability (p < 0.05). Conclusions: Compared with the traditional instructional approach. The BOPPPS model can better inspire clinical medical students' enthusiasm for thoracic surgery and enhance the students' comprehensive ability. In a word, the BOPPPS model has better teaching effectiveness in the clinical teaching practice of thoracic surgery, which is worthy of reference and popularization. [ABSTRACT FROM AUTHOR]

Although the teaching methods of the blended learning and BOPPPS (bridge-in, objective, preassessment, participatory learning, postassessment, and summary) model are proven to be successful and highly effective at improving the academic knowledge of the students, respectively, it is unclear whether blended learning combined with the BOPPPS model (BL-BOPPPS) could work well in an introduction course of health services management (HSM) for the health management students in China. The study investigated the perceptions and effects of implementing the BL-BOPPPS model on student learning outcomes in an introduction course of HSM. The intervention group consisted of 55 students introduced to the BL-BOPPPS model, while the control group consisted of 54 students who received a conventional lecture. After the end of course, the effectiveness of teaching was self-assessed with questionnaires by all students, and examination scores for the two groups were compared. The students' satisfaction levels of BL-BOPPPS teaching strategy were up to 81.8% in the intervention group. Compared with the control group, the intervention group showed significant elevation of perception scores of skills (P = 0.001), initiative (P = 0.002), self-control (P = 0.008), self-efficacy (P = 0.001), motivation (P = 0.004), and the academic performance (P = 0.001). The BL-BOPPPS model could stimulate the enthusiasm and interest of health students; boost students' skills, initiative, and motivation in learning; and improve the self-directed learning ability, academic performance, and teaching quality. The findings provide a basis of evidence for the promotion of the BL-BOPPPS model in various disciplines in Chinese colleges and universities. [ABSTRACT FROM AUTHOR]

At present, the imperfect network language environment has adversely affected to cultivate the adolescents’ language quality. Therefore, it is urgent to use modern information technology to design a new algorithm model for the cultivation of the adolescents’ language quality. Through in-depth research on the current research status of youth language quality training in recent years, it is found that the introduction of Bayesian network into the cultivation of adolescents’ language quality can effectively improve its training effect. A data mining algorithm and Bayesian network are used to design a BOPPPS model, with the model used to cultivate the language quality of adolescents. To verify whether the BOPPPS model can achieve good results in the cultivation of adolescents’ language quality, a simulation experiment on the BOPPPS model was conducted, evaluating the actual effect by using the multi-level fuzzy comprehensive evaluation model. Results show that the adolescents who are trained with the BOPPS model has significantly improved overall language quality before training, and thus it can be inferred that the BOPPPS model plays a positive role in improving the language quality of adolescents. The conclusions can provide some reference for the cultivation of adolescents’ language quality and has certain theoretical research significance. [ABSTRACT FROM AUTHOR]

Background: Teaching ward rounds are the main teaching method used to develop clinical skills in standardized nursing training. However, the existing methods lack of cultivation of comprehensive ability and humanistic care for nurses, cannot meet the requirements of standardized training for nurses. BOPPPS (bridge-in, objective, pre-assessment, participatory Learning, post-assessment, and summary) is a student-centered teaching model that has been proven to enhance classroom teaching effectiveness. Therefore, the BOPPPS model was applied and its effectiveness in standardized nursing training was evaluated., Methods: In total, 260 nursing students were randomly allocated to two groups: the experimental group used the BOPPPS model and the control group used the traditional teaching model. This study used a mixed quantitative and qualitative research method to evaluate the effectiveness of the BOPPPS model., Results: The quantitative results were as follows: no significant difference in baseline scores was observed between the two groups before training. After training, the theory and practical scores in the experimental group were significantly higher than that of the control group. Similarly, students in the experimental group presented higher comprehensive ability scores than their counterparts. The students in the experimental group also exhibited higher satisfaction compared to the control group, while there was no difference in teacher satisfaction scores between the two groups ( p  = 0.323). Qualitative data showed that the vast majority of nurses and teachers agreed on the value of BOPPPS training., Conclusion: Compared to traditional teaching methods, the BOPPPS model was more effective in standardized nursing training. We recommend applying the BOPPPS model to nursing training., Competing Interests: The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Shen.)

The purpose of the present study was to examine the effect of implementing the flipped classroom (FC) model on students' learning outcomes in a business etiquette course. Quasi-experimental research was employed and supplemented by a questionnaire and semi-structured interviews. The study participants were 77 students in two classes of a business etiquette course. The experimental group consisted of 57 participants in which the FC with the BOPPPS (bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary) model was implemented. The comparison group consisted of 20 participants for whom a traditional teaching method was applied. The results revealed that the students in the experimental group outperformed their counterparts in terms of learning outcomes. The perceptions of the experimental group were more favorable than those of the comparison group in terms of the instructor's teaching and skill learning. Through interviews, it was found that the experimental group students enjoyed the FC teaching method because this approach resulted in more teacher–student interactions and the class was lively, interesting, and explored practical applications for daily life, which markedly enhanced their learning outcomes. The use of FC with the BOPPPS model in business education is feasible and provides another approach to skill learning. [ABSTRACT FROM AUTHOR]

Objective To investigate the effect of BOPPPS model in discharge instruction for children with femoral shaft fractures. Methods Totally 80 children with femoral shaft fractures were randomly divided into two groups, with 40 cases in each group. Parents of children in the control group received routine care and discharge guidance, and patents of children in the study group were given discharge instruction based on BOPPPS model. Results Patents of children in the study group achieved a higher score for fracture-related knowledge assessment compared with parents of children in the control group (P <0.05). The score for home-care needs assessment in the study group was lower than that in the control group (P < 0.05). Conclusion The discharge instruction based on BOPPPS model can improve parents' knowledge about fracture and improve their home-care ability for children with femoral shaft fractures. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate the effect of microteaching combined with the BOPPPS method (bridge‐in, learning objective, pretest, participatory learning, posttest, and summary) on a dental materials course for predoctoral dental students. Participants were 105 fourth‐year students in a dental school in China in 2016 and 2017. The control group consisted of 51 students who received conventional teaching, while the experimental group consisted of 54 students who received dental materials education from teachers using microteaching combined with the BOPPPS method. Teaching effectiveness was evaluated by all students after each class, and examination scores for the two groups were compared. The results showed that the evaluations of teacher performance in the experimental group were superior to those in the control group in two areas: effectiveness of communication and clear interpretation of abstract ideas and theories. The evaluation scores for teaching effectiveness were significantly better for the experimental group than for the control group (students were encouraged to participate in class discussion, instructor stimulated interest in the course subject, instructor encouraged students to think for themselves, students learned and understood the subject materials in the course). In addition, the experimental group had significantly higher examination scores than the control group. These results suggest that microteaching based on the BOPPPS model could stimulate the interest and enthusiasm of dental students, improve students' thinking ability, help teachers generate innovative teaching ideas, and improve teaching quality. The findings provide a scientific and rigorous theoretical basis for the promotion of this combined teaching model in various disciplines. [ABSTRACT FROM AUTHOR]

Traditional teaching method cannot really promote students' psychological quality in Psychological Health course teaching. With the purpose of promoting students' high-order thinking ability development, some teaching links (theme importing, question formation, learning participation and evaluation feedback) were adopted to carry out the design and applied research of Psychological Health course teaching mode based on BOPPPS model. The results show that the mode can help students deeply understand and master psychological health knowledge, and mobilize their learning enthusiasm, participation, innovation and subjective initiative. Thus, this mode contributes to promoting students' high-order thinking abilities such as analysis ability, evaluation ability and innovation ability. [ABSTRACT FROM AUTHOR]

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Copyright of Experimental Technology & Management is the property of Experimental Technology & Management Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although the teaching methods of the blended learning and BOPPPS (bridge-in, objective, preassessment, participatory learning, postassessment, and summary) model are proven to be successful and highly effective at improving the academic knowledge of the students, respectively, it is unclear whether blended learning combined with the BOPPPS model (BL-BOPPPS) could work well in an introduction course of health services management (HSM) for the health management students in China. The study investigated the perceptions and effects of implementing the BL-BOPPPS model on student learning outcomes in an introduction course of HSM. The intervention group consisted of 55 students introduced to the BL-BOPPPS model, while the control group consisted of 54 students who received a conventional lecture. After the end of course, the effectiveness of teaching was self-assessed with questionnaires by all students, and examination scores for the two groups were compared. The students' satisfaction levels of BL-BOPPPS teaching strategy were up to 81.8% in the intervention group. Compared with the control group, the intervention group showed significant elevation of perception scores of skills ( P = 0.001), initiative ( P = 0.002), self-control ( P = 0.008), self-efficacy ( P = 0.001), motivation ( P = 0.004), and the academic performance ( P = 0.001). The BL-BOPPPS model could stimulate the enthusiasm and interest of health students; boost students' skills, initiative, and motivation in learning; and improve the self-directed learning ability, academic performance, and teaching quality. The findings provide a basis of evidence for the promotion of the BL-BOPPPS model in various disciplines in Chinese colleges and universities.