Evaluation of the application of "student-oriented BOPPPS teaching mode" in the teaching of rheumatic immune diseases

The control group received routine teaching, and the professor mainly taught the interns the teaching content and advanced knowledge based on the textbook and teaching outline, and then summarized and practiced. The BOPPPS group adopts the BOPPPS teaching mode, which includes introduction (B), objectives (O), prediction (P), participation in learning (P), discussion (P), and summary (S). After the implementation of teaching, evaluate the learning assessment results, teaching method evaluation, KAP level, and learning adaptability of the two groups of interns.

The results showed that the BOPPPS group was significantly better than the control group in improving medical record analysis (t=2.233, P=0.030). Theoretical knowledge (t=2.531, P=0.015) and total score (t=3.209, P=0.002). Compared with the control group, the learning motivation (t=3106, P=0.003), learning ability (t=4.764, P=0.000), learning attitude (t=2.742, P=0.008), and teaching methods (t=2.282, P=0.027) of the interns in the BOPPPS group were significantly better than those in the control group.

Compared with the control group, the interns in the BOPPPS group showed better analytical, problem-solving, and clinical thinking abilities. Enhance their ability to master knowledge, enhance the attractiveness of classroom teaching, enhance learning effectiveness, enhance their interest and initiative in learning, and enjoy this teaching method. The knowledge, attitude, and behavior evaluations of the BOPPPS group were significantly higher than those of the control group (P<0.01 or P<0.05).

Conclusion: The BOPPPS teaching model is effective and can improve the comprehensive analysis ability of interns on rheumatic and immune diseases, which is conducive to the development of clinical teaching.