Randomized trial demonstrates improved learner capability and instructional quality in undergraduate preventive medicine education.
Key Points
The aim is to evaluate the effectiveness of BOPPPS-driven learning plan guidance in enhancing learner capabilities and improving instructional quality.
Cluster randomized controlled trial conducted with undergraduates from Binzhou Medical University.
Intervention group received BOPPPS learning plan guidance, while control group followed traditional instruction.
Multidimensional assessments used, including SEQ, OLS, MLSQ, and TSES, analyzed through structural equation modeling.
Intervention group achieved significantly higher total lab scores than controls.
SEQ showed superior scores in knowledge stability, structure, and authority (p < 0.05).
TSES scores reflected high educator efficacy in teaching strategies and classroom management.