Assessment of the effectiveness of the BOPPPS-CBL model in medical English teaching for Chinese clinical medicine undergraduate students: a quantitative non-randomized controlled study

Medical English is a core competency for clinical medical professionals. Traditional lecture-based learning (LBL) overemphasizes passive memorization and neglects practical language application, leading to low learning engagement and insufficient comprehensive language competence. The BOPPPS-CBL blended teaching model has yielded encouraging results in previous professional medical education research. Nevertheless, its potential applicability and comparative advantages in medical English teaching for Chinese clinical undergraduates remain insufficiently validated and require further empirical exploration. A non-randomized controlled quantitative study was conducted at Guilin Medical University from March to December 2025. A total of 137 fourth-semester clinical medicine undergraduates were assigned to an experimental group ( n = 68, receiving BOPPPS-CBL blended teaching) and a control group ( n = 69, receiving traditional LBL teaching). Outcomes were assessed using a 5-point Likert scale questionnaire and a 100-point final examination covering listening comprehension, medical term interpretation, reading comprehension, writing, and translation. Data were analyzed using independent-samples t-test and chi-square test in SPSS 26.0. Baseline demographic characteristics and basic English proficiency were comparable between the two groups (all P > 0.05). The experimental group achieved significantly higher scores in learning motivation, problem-solving skills, teamwork, teaching perception, targeted feedback, and overall course satisfaction (all P < 0.05 or P < 0.01). The mean final examination score was significantly higher in the experimental group (87.74 ± 6.02 vs. 83.84 ± 7.29, P < 0.001; Cohen's d = 0.58), particularly in medical term interpretation, reading comprehension, and translation (all P < 0.01). No significant differences were observed in listening comprehension, writing, or general course cognition between the two groups (all P > 0.05). In this non-randomized study context, students receiving the BOPPPS-CBL blended teaching model exhibited relatively better outcomes regarding comprehensive medical-English competence, self-reported learning attitudes, and academic performance when compared with peers taught via traditional LBL. Observed group differences suggest associations with the BOPPPS-CBL instructional package rather than definitive causal effects. This intervention provides a feasible reference for medical English teaching reform.