July 19, 2024BMC Medical EducationOpen Access

Reform of teaching and practice of the integrated teaching method BOPPPS-PBL in the course “clinical haematological test technique”

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Authors

XFXinrui FengUniversity of Jinan WWWeiru WuArmy Medical University QBQinghua Bi

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Implication

Comparative evaluation reveals enhanced exam performance in medical laboratory students taught via BOPPPS-PBL, suggesting improved practical problem-solving skills.

Key Points

Students achieved significantly higher exam scores following curricular integration of the boppps-pbl teaching model, demonstrating improved self-directed learning motivation.
Summative evaluation of 70 laboratory technology undergraduates over five years demonstrated higher scores, reflecting the benefits of problem-based learning.
Assessment using diverse evaluation methods analyzed student cohorts across five academic grades, confirming significant gains under participatory learning.

Cite This Study

Feng et al. (2024) studied this question.

synapsesocial.com/papers/68e5fb6fb6db64358758f288 https://doi.org/10.1186/s12909-024-05765-9

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Implication

Comparative evaluation reveals enhanced exam performance in medical laboratory students taught via BOPPPS-PBL, suggesting improved practical problem-solving skills.

Reform of teaching and practice of the integrated teaching method BOPPPS-PBL in the course “clinical haematological test technique”

Discussion

Member takes

Implication

Key Points

Cite This Study

Reform of teaching and practice of the integrated teaching method BOPPPS-PBL in the course “clinical haematological test technique”

Discussion

Member takes

Implication

Key Points

Cite This Study

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