Surgery of Traditional Chinese Medicine (TCM) is a core course within the TCM curriculum and an indispensable clinical discipline for all medical students transitioning to professional practice. With the deepening of curriculum reforms, the integrated teaching model has proven effective in helping students master basic theories and clinical skills. Among various teaching models, the Bridge-in, Learning Objectives, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary (BOPPPS) model combined with Problem-Based Learning has gained widespread recognition and application. However, its application in TCM surgery education remains limited. This paper integrates the BOPPPS and problem-based learning (PBL) teaching models into the TCM surgery classroom, using eczema as a case study. This teaching design encompasses six elements: bridge-in, learning objectives, pre-assessment, participatory learning based on Problem-Based Learning, post-assessment, and summary. Potential challenges during the teaching process are also examined to enhance students’ clinical critical thinking abilities, improve the quality of classroom teaching, and further cultivate high-quality TCM professionals through the application of the BOPPPS-PBL model.
Yi et al. (Tue,) studied this question.
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