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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.

Background Online teaching has become increasingly common in higher education of the post-pandemic era. While a traditional face-to-face lecture or offline teaching remains very important and necessary for students to learn the medical knowledge systematically, guided by the BOPPPS teaching model, combination of online and offline learning approaches has become an unavoidable trend for maximizing teaching efficiency. However, in physiological education, the effectiveness of combined online teaching and offline teaching models remains poorly assessed. The present study aims at providing an assessment to the hybrid teaching model. Methods The study was performed among undergraduate medical students of Class 2017 ~ 2019 in the Physiology course in Harbin Medical University during 2018-2020. Based on established offline teaching model with BOPPPS components in 2018, we incorporated online teaching contents into it to form a hybrid BOPPPS teaching model (HBOPPPS, in brief), preliminarily in 2019 and completely in 2020. HBOPPPS effectiveness was assessed through comparing the final examination scores of both objective (multi-choice and single answer questions) and subjective (short and long essays) questions between classes taught with different modalities. Results The final examination score of students in Class 2019 (83.9 ± 0.5) who were taught with the HBOPPPS was significantly higher than that in Class 2017 (81.1 ± 0.6) taught with offline BOPPPS and in Class 2018 (82.0 ± 0.5) taught with immature HBOPPPS. The difference mainly attributed to the increase in average subjective scores (41.6 ± 0.3 in Class 2019, 41.4 ± 0.3 in Class 2018, and 38.2 ± 0.4 in Class 2017). In the questionnaire about the HBOPPPS among students in Class 2019, 86.2% responded positively and 79.4% perceived improvement in their learning ability. In addition, 73.5% of the students appreciated the reproducibility of learning content and 54.2% valued the flexibility of HBOPPPS. Lastly, 61.7% of the students preferred the HBOPPPS relative to BOPPPS in future learning. Conclusions HBOPPPS is likely a more effective teaching model and useful for enhancing effectiveness of Physiology teaching. This is attributable to the reproducibility and flexibility as well as the increased learning initiatives.

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.

Background The traditional gynecological teaching model is not conducive to the cultivation of trainee doctors’ clinical skills, thinking patterns and doctor‒patient communication ability. This study aims to explore the effect of the application of the hybrid BOPPPS (bridge-in, objective, preassessment, participant learning, postassessment, summary) teaching model in clinical internships in gynecology. Methods This observational study was conducted among final-year undergraduate medical trainee doctors at Jiaxing Maternity and Child Health Care Hospital from September 2020 to June 2022. Members of the control group were introduced to the traditional teaching model, while members of the experimental group were introduced to the hybrid BOPPPS teaching model. Trainee doctors’ final examination scores and teaching satisfaction were compared. Results The control group consisted of 114 students who entered the university to pursue undergraduate degrees in 2017, and the experimental group consisted of 121 students who entered the university to pursue undergraduate degrees in 2018. The final examination scores attained by trainee doctors in the experimental group were higher than those attained by trainee doctors in the control group (P < 0.05). The final theoretical exam scores attained by members of the control group were significantly higher than their preassessment scores (P < 0.01). The scores differed significantly between female and male subjects before the internship (p<0.05) but not after the internship (p>0.05). In total, 93.4% of trainee doctors in the experimental group thought that the hybrid BOPPPS teaching model helped them improve their case analysis ability, and the difference in this measure between the experimental and control groups was statistically significant (P < 0.05). A total of 89.3% of trainee doctors in the experimental group supported the promotion and application of the hybrid BOPPPS model in practice in other disciplines. Conclusion The hybrid BOPPPS teaching model helps improve trainee doctors’ learning environment, stimulate their interest and initiative in learning, enhance their clinical practice ability and increase their satisfaction; therefore, this model is worth promoting and applying in practice in other disciplines.

This quasi-experimental study was conducted with undergraduate nursing students at Xiangnan University in China between March 2023 and January 2024. Using a cluster allocation method, students in classes 1–2 were assigned to the conventional (lecture-based) teaching group, while students in classes 3–4 were assigned to the experimental group receiving BOPPPS-based blended teaching via the Chaoxing Learning Platform. The primary outcome was semester performance, with academic self-efficacy and learning engagement as secondary outcomes. A total of 193 participants (28 males) were enrolled: 97 in the BOPPPS group (mean age 19.89 ± 0.48 years; 13 males) and 96 in the conventional group (mean age 19.83 ± 0.47 years; 15 males). There was no statistically significant difference in the general information and academic performance between the two groups of students in the baseline survey ( P  > 0.05). Following the teaching intervention, outcomes were compared between the two groups. The BOPPPS group demonstrated significantly higher semester performance (89.73 ± 6.67 vs. 84.24 ± 6.20), academic self-efficacy scores (82.36 ± 15.83 vs. 72.02 ± 20.70), and learning engagement scores (89.75 ± 13.81 vs. 77.22 ± 23.99) than the conventional group (all P  < 0.001). These results suggest that the BOPPPS-based blended teaching model appears to enhance nursing students’ semester performance, academic self-efficacy, and learning engagement compared with conventional lecture-based teaching.

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.

Background With the development of Internet information technology, especially the impact of the sudden outbreak of the novel coronavirus disease 2019 epidemic, along with the call for “classes suspended but learning continues,” a large number of medical educators have learned and experienced online teaching. They have understood the shortcomings of traditional teaching methods. Not only the blended BOPPPS teaching mode combines the advantages of the BOPPPS teaching mode but also the online teaching platform breaks through the limitation of time and space. However, a general consensus on the effectiveness of the blended BOPPPS teaching strategy in China is lacking, and few studies use quantitative synthesis to evaluate the effectiveness of this teaching strategy. Hence, this study aimed to assess the overall effectiveness of online and offline blended BOPPPS teaching strategies in higher medical education in China compared with the lecture-based learning (LBL) teaching model. Methods Studies that blended learning with the BOPPPS model in China from January 2000 to October 2023 were searched in the Chinese and English-language online databases. We analyzed the objective and subjective scores of students and performed subgroup analysis for specialties and online teaching platforms. The data were analyzed using the Stata version 14.0 software. The quality assessment was performed using the Jadad scoring scale. Results Forty-four studies were included in this meta-analysis. Compared with the LBL mode, the blended the BOPPPS teaching mode was more effective in terms of the overall capacity [standardized mean difference (SMD) = 1.193, 95% confidence interval (CI): 0.813–1.572], mastery of medical theory knowledge (SMD = 1.090, 95% CI: 0.730–1.450), and practical skills (SMD = 1.246, 95% CI: 0.799–1.693). The analyzed questionnaire surveys indicated the positive effects of the blended BOPPPS teaching mode on classroom satisfaction, autonomous learning ability, learning interest, teamwork ability, interpersonal skills, ability to analyze and solve problems, group interaction, learning engagement, and learning strategies. Conclusions The study underscored that the blended BOPPPS teaching mode could effectively improve the comprehensive quality of students. The subjective scores also indicated that students generally preferred this novel teaching mode.

Background Surgical Nursing is a core subject for nursing undergraduates that requires active and effective learning strategies to cultivate students’ autonomous learning competencies and critical thinking. The effects of BOPPPS (Bridge-in, Objectives, Pretest, Participatory Learning, Post-test and Summary) model combined with team-based learning (TBL) have rarely been explored in Surgical Nursing courses. Objective To explore the effects of BOPPPS combined with TBL in Surgical Nursing for nursing undergraduates. Methods A mixed research method of quasi-experimental study design and descriptive qualitative research was used. The control group included 27 nursing undergraduates who had finished the Surgical Nursing course using traditional learning. The experimental group included 36 nursing undergraduates were enrolled in to receive the Surgical Nursing course in the teaching mode of BOPPPS combined with TBL. The quantitative data of students’ Surgical Nursing final scores, autonomous learning competencies and critical thinking ability of the two groups were collected and compared by t -test. Qualitative results were obtained through semi-structured interviews and data were analyzed by thematic analysis method. Results Compared with the traditional learning mode, BOPPPS combined with TBL significantly improved nursing students’ final examination scores, autonomous learning competencies and critical thinking ability ( p  < 0.05). Qualitative results from 14 undergraduate nursing students’ interviews were summarized into five themes: (1) stimulating learning interest; (2) improving autonomous learning ability; (3) improving the sense of teamwork; (4) exercising critical thinking; and (5) suggestions for improvement. Conclusions The combination of BOPPPS and TBL positively impacted nursing students by improving their autonomous learning competencies and critical thinking ability. The study suggests BOPPPS combined with TBL learning as an effective, alternative learning mode.

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.

English education in colleges and universities needs to keep abreast of the times, promote teaching reform, and cultivate talents to meet the needs of the country. The study introduces the BOPPPS teaching model in English teaching, proposes a blended teaching model for English, and takes college students as an example for English teaching design and implementation. In order to evaluate the application effect of BOPPPS teaching model scientifically and comprehensively, the evaluation index system of teaching model satisfaction is constructed based on the theory of CIPP evaluation model, and the effect of English blended teaching model is evaluated by combining with the statistical analysis of students’ English scores after the experiment. The results show that the BOPPPS English teaching mode receives a high satisfaction rating, with an overall score of 4.27. The most prominent aspect is the teachers’ and students’ satisfaction with the teaching process (4.33). At the end of the experiment, the English scores of the students practicing the BOPPPS English teaching model were 4.39 points higher than those using traditional teaching, and there were significant differences between the two classes in terms of the total scores and all the scores (p < 0.05). In conclusion, the application of the BOPPPS teaching model in English teaching can improve students’ English achievement and overall teaching effect.