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Background Infectious diseases education faces dual challenges: addressing knowledge sensitivity and bridging the theory-practice gap. Traditional didactic teaching inadequately cultivates both technical skills and humanistic literacy. Objective To evaluate the tripartite efficacy of the BOPPPS model in AIDS education, focusing on knowledge acquisition, skill-attitude integration, and learning experience. Methods A randomized controlled trial (RCT) enrolled 80 clinical medicine undergraduates, randomly assigned to an experimental group (BOPPPS pedagogy, n = 40) or a control group (traditional teaching, n = 40). Pre-class, intra-class, and post-class assessments included test scores, operational skills, and satisfaction surveys. Results The experimental group demonstrated significantly superior outcomes ( p 0.01). Cognitive dimension: immediate post-test scores (85.4 ± 5.2 vs. 75.1 ± 8.3; t = 6.84) increased by 13.7%, and 1-week knowledge retention (80.1 ± 6.0 vs. 63.7 ± 9.5; t = 9.12) improved by 25.8%. Skill-attitude dimension: protective operation qualification rate (92.5 vs. 67.5%; χ 2 = 8.32) rose by 37.0%, and anti-discrimination attitude excellence rate (60.0 vs. 25.0%; χ 2 = 10.26) increased by 140.0%. Experience dimension: overall satisfaction reached 4.63 ± 0.42 (vs. 3.02 ± 0.88; t = 10.95, d = 2.47), reflecting a 53.3% enhancement. Conclusion The BOPPPS model, through its “objective-focused, participatory, feedback-driven” mechanism, effectively integrates knowledge, skills, and humanistic competencies in infectious diseases education, providing an evidence-based paradigm for medical curriculum reform.
Wang et al. (2026) studied this question.