Key result
BOPPPS teaching model improves resident theoretical exam scores ~9% over traditional methods.
Why the study?
Does the BOPPPS teaching model improve learning outcomes and teaching satisfaction in standardized training for nephrology residents compared to traditional teaching methods?
Cohort (n=119)
Partial blinding
No
Does the BOPPPS teaching model improve learning outcomes and teaching satisfaction in standardized training for nephrology residents compared to traditional teaching methods?
Absolute Event Rate: 82.1% vs 75.4%
p-value: p=<0.001
The BOPPPS teaching model improves theoretical knowledge, practical skills, and teaching satisfaction among nephrology residents compared to traditional teaching methods.
May support BOPPPS in nephrology curricula; hypothesis-generating and requires randomized trials before practice change.
Aims/Background Based on Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment and Summary (BOPPPS), the teaching model has gained increasing attention in the field of medical education. This study aimed to evaluate the effectiveness of the BOPPPS teaching model in standardized training for nephrology residents, particularly in educating on hyperkalemia in chronic kidney disease (CKD). Methods This retrospective cohort study included students undergoing standardized training in the nephrology department at the Shanghai Traditional Chinese Medicine-Integrated Hospital Affiliated to Shanghai University of Traditional Chinese Medicine from 2021 to 2024. The observation group (n = 55) received instructions using the BOPPPS teaching model, while the control group (n = 64) was educated using the traditional teaching methods. The study evaluated learning outcomes and teaching satisfaction through theoretical and practical assessments, as well as self-assessment by the students. Results The observation group demonstrated significantly higher scores in theoretical exams and practical assessments compared to the control group (p < 0.05). Additionally, the observation group reported higher self-assessment scores (p < 0.05) and greater teaching satisfaction (p < 0.05) than the control group. Conclusion The BOPPPS teaching model is an effective approach to enhancing theoretical knowledge, practical skills, and teaching satisfaction in standardized training for nephrology residents. Compared to traditional teaching methods, the BOPPPS model improves learning outcomes, thereby strengthening the quality of medical education.
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Li et al. (2024) conducted a cohort in Nephrology resident training (Hyperkalemia in CKD) (n=119). BOPPPS teaching model vs. Traditional teaching methods was evaluated on Theoretical exam score (p=<0.001). The BOPPPS teaching model significantly improved theoretical exam scores (82.1 vs 75.4) and practical assessment scores (85.7 vs 78.9) compared to traditional teaching methods among nephrology residents.
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