Application of the BOPPPS combined with CBL method in clinical clerkship of pediatric dentistry

Clinical training is an important aspect of dental education. Nevertheless, the limited time for pediatric dentistry clerkships makes it difficult to fulfill students' demands. This study aims to identify effective strategies to enhance the learning effects of undergraduate students during their clinical clerkship in pediatric dentistry and to evaluate the teaching quality of the BOPPPS model in combination with case-based learning (CBL). The BOPPPS model consists of six components, including bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary. This study involved 74 fourth-year students from the School of Stomatology, Sun Yat-sen University. Participants received the same class contents from the same teaching group. They took patriciate in clinical practice from July to December in 2024. Students were randomly assigned into a control group (n = 37) to have traditional form of teaching (theoretical lectures by teachers and clinical clerkship) or into an experimental group (n = 37) that implemented the BOPPPS model in combination with CBL. The quality of teaching as well as learning effects were evaluated through scores of a post-training theoretical examination and results of a survey questionnaire. The experimental group showed significant improvements in clinical critical thinking and knowledge integration capabilities compared to the control group. Additionally, the experimental group reported greater satisfaction with teaching effectiveness and learning outcomes, with statistically significant differences between the groups. The combination of the BOPPPS model with CBL enhances students' master of knowledge, promotes active learning, and elevates the quality of clinical clerkship education in pediatric dentistry. This innovative method has been proved as an effective teaching approach in the clinical practice of pediatric dentistry.