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"Teaching Models"
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Investigating the use of the HIS-based BOPPPS teaching model in medical imaging experimental course instruction
Background
Traditional teaching methods for medical imaging experimental courses exhibit limitations that reduce efficacy. This quasi-experimental crossover study aimed to evaluate the effectiveness of the Bridge-In, Objective, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary (BOPPPS) teaching model based on the Hospital Information System (HIS) in teaching medical imaging experimental courses to undergraduate students in a five-year medical imaging programme.
Methods
117 medical imaging students who were interning at the First Affiliated Hospital of Xinxiang Medical University in the academic year 2021–2022 made up the research subjects. During the first semester, the first group was instructed using the BOPPPS teaching model based on HIS, while the second group was instructed using the standard teaching model. The two student groups swapped instructional models in the second semester. After the course, questionnaire surveys and closed-book exams were used to evaluate the effectiveness of the instruction.
Results
Compared to the group using the traditional teaching model, the BOPPPS teaching model group scored significantly higher on case reading and overall final test outcomes, and this difference was statistically significant (In the first semester, the scores of case reading questions were 39.27 ± 3.39 VS 35.31 ± 2.77,
P
< 0.001; the total scores were 77.47 ± 6.61 VS 74.33 ± 4.17,
P
= 0.003. In the second semester, the scores of case reading questions were 39.79 ± 3.45 VS 35.47 ± 3.15,
P
< 0.001; the total scores were 78.36 ± 5.11 VS 74.53 ± 5.68,
P
< 0.001). On multiple-choice questions, however, there was no statistically significant difference in the scores between the standard teaching model group and the BOPPPS teaching model group. Over 80% of the students rated questions 1–9 with a score of 4 or 5, indicating that students’ evaluations of the BOPPPS teaching model in terms of learning efficiency, interest, clinical reasoning ability, and course satisfaction were all consistently positive.
Conclusion
The HIS-based BOPPPS teaching model has significantly enhanced teaching effectiveness, particularly in case analysis and clinical thinking skills, outperforming traditional teaching methods. It has also effectively increased students’ interest in learning and their satisfaction.
Journal Article
Modelling learners and learning in science education : developing representations of concepts, conceptual structure and conceptual change to inform teaching and research
This book sets out the necessary processes and challenges involved in modeling student thinking, understanding and learning. The chapters look at the centrality of models for knowledge claims in science education and explore the modeling of mental processes, knowledge, cognitive development and conceptual learning. The conclusion outlines significant implications for science teachers and those researching in this field.
Book
DesUni: university entrepreneurship education through design thinking
Purpose
– In recent years there has been growing focus on the innovative and profit generating value of design thinking in a businesses. This attention is also reflected in business education. The basic thesis is that design thinking is particular relavant to entrepreneurship education. The purpose of this paper is to propose a teaching model, named the DesUni model. The model suggests a novel design-oriented approach to entrepreneurship education.
Design/methodology/approach
– This paper relies on the interfaces between the literatures on entrepreneurship education and design thinking. From reviewing and synthesizing these literatures new insights are offered into how to develop entrepreneurship education through design thinking.
Findings
– The DesUni teaching model offers a significant shift in paradigm changing the traditional didactic assumptions of entrepreneurship education. It involves a change in curriculum, teaching methods, use of knowledge, teaching style, teacher-student relations, culture, habitat and assessment.
Originality/value
– The DesUni teaching model offers a unique way to form an entrepreneurship curriculum. This curriculum bridges the discovering of the present with what might be in the future along with that students are collaborating with different stakeholders.
Journal Article
Change and invariance : a textbook on algebraic insight into numbers and shapes
What is the connection between finding the amount of acid needed to reach the desired concentration of a chemical solution, checking divisibility by a two-digit prime number, and maintaining the perimeter of a polygon while reducing its area? The simple answer is the title of this book. The world is an interplay of variation and constancy -- a medley of differences and similarities -- and this change and invariance is, largely, a language of science and mathematics. This book proposes a unique approach for developing mathematical insight through the perspective of change and invariance as it applies to the properties of numbers and shapes.
Book
Perceived effectiveness of the person–environment–occupation innovative teaching model in rehabilitation therapy students
Background
Given the characteristics of the rehabilitation therapy specialty and the drawback of the traditional didactic teaching approach, we developed the innovative teaching approach from the students’ perspective using the person–environment–occupation (PEO) model. The new model was developed from the original PEO model to be applied in pedagogical contexts and tailored to the characteristics of an application-oriented specialty, such as rehabilitation therapy. The present study aimed to examine the perceived effectiveness of the PEO innovative teaching model applied to rehabilitation therapy students.
Methods
A pre–post descriptive study was conducted to compare the perceived effectiveness of the PEO innovative teaching model for two consecutive student cohorts. A purposive sampling method was used to recruit students from two cohorts of junior medical students majoring in rehabilitation therapy in the spring semesters of 2020 and 2021. A questionnaire was developed to evaluate the perceived effectiveness of the PEO innovative teaching model. SPSS version 26.0 was used to perform data analysis.
Results
A total of 112 students were included in the study and completed both pre- and post-tests. Of 112 received questionnaires, 101 were considered as valid questionnaires after the quality check (effective rate 90.18%). In the 2020 and 2021 cohorts, students rated the PEO innovative teaching model significantly higher than the didactic teaching approach in the following aspects: the teaching content is highly professional and valuable; the course is extensively expounded; the clinical reasoning is strengthened; problem-solving ability is developed; communication skills are improved; and teamwork skills are developed.
Conclusion
The PEO innovative teaching model was perceived to be an effective teaching strategy to enhance students’ academic performance. In addition, three core skills including clinical reasoning, problem-solving ability, and communication skills were improved by the PEO innovative teaching model.
Journal Article
Development and effectiveness of a BOPPPS teaching model-based workshop for community pharmacists training
Background/Aim
With the pharmaceutical innovation and clinical knowledge updating, the continuing education and on-the-job training are extremely important for improving community pharmacists’ professional competence. Previous training often adopted traditional lecture-based teaching, and the efficacy was limited. The aim of this study is to develop a new strategy for community pharmacist training.
Methods
Based on the BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment and Summary) teaching model and workshop method, a continuing on-the-job training program was constructed. Participates were randomly and evenly divided into two groups by random number table method. Twenty-four community pharmacists in total completed all training contents and evaluation components in this study. Twelve pharmacists in experimental group were trained via this new BOPPPS-based workshop, while others still adopted traditional didactic lecture-based approaches.
Results
After training, quantitative examination combined with clinical pharmacy practice tests were carried out to evaluate the effectiveness and outcomes of two training groups. For written exam, the total scores from the BOPPPS-based workshop group (82.67 ± 4.70) was higher than that of traditional lectured-base group (73.75 ± 6.15) (
P
< 0.001). Encouragingly, compared with the results of practical ability assessment from traditional training group (71.75 ± 4.75), the pharmacists receiving BOPPPS-based workshop training presented more excellent performance (78.25 ± 5.03), which displayed statistically significant differences (
P
< 0.01). In addition, an anonymous questionnaire was used to survey trainees’ feelings after completing this continuing education program. The results revealed that the BOPPPS-based workshop can bring a better learning experience than traditional lecture-based training, and the percentages of positive response to each item were more than 91.7%.
Conclusions
Through multi-dimensional evaluation, it was suggested that our BOPPPS-based workshop achieved desired training effects. Moreover, our research also demonstrated that this strategy had advantages of stimulating inspiration, autonomous learning, team-work spirit and pharmacy practice improvement. It may provide a reference of innovative training method for community pharmacists.
Journal Article
Teaching Effectiveness Research in the Past Decade
This meta-analysis summarizes teaching effectiveness studies of the past decade and investigates the role of theory and research design in disentangling results. Compared to past analyses based on the process-product model, a framework based on cognitive models of teaching and learning proved useful in analyzing studies and accounting for variations in effect sizes. Although the effects of teaching on student learning were diverse and complex, they were fairly systematic. The authors found the largest effects for domainspecific components of teaching-teaching most proximal to executive processes of learning. By taking into account research design, the authors further disentangled meta-analytic findings. For example, domain-specific teaching components were mainly studied with quasi-experimental or experimental designs. Finally, correlational survey studies dominated teaching effectiveness studies in the past decade but proved to be more distal from the teaching-learning process.
Journal Article