Application of BOPPPS and Flipped Classroom Joint Teaching Model into Clinical Practice Ability of Obstetrics and Gynecology Residents in Standardized Training.

BACKGROUND/

aimTo explore how a teaching model that integrates bridge-in, objective/outcome, pre-assessment, participatory learning, post-assessment, and summary (the BOPPPS model) and flipped classroom teaching will affect the clinical practice abilities of obstetrics and gynecology residents in standardized training.

methodsSeventy standardized training residents from the obstetrics and gynecology training base of the First Affiliated Hospital of Chongqing Medical University from June 2023 to June 2024 were selected as research subjects. They were randomly and equally divided into an experimental group (adopting the BOPPPS model combined with the flipped classroom approach) and a control group (adopting traditional teaching methods). The effectiveness of the teaching model was assessed by comparing the performances of the two groups in Reception and clinical thinking assessment, clinical practice ability assessments, clinical thinking ability, self-directed learning ability, and satisfaction with the teaching methods.

resultsThe experimental group was scored significantly higher than the control group in consultation scores and clinical thinking assessment scores, and clinical practical skill assessment scores. The experimental group significantly outperformed the control group in clinical thinking ability scores, self-directed learning ability scores, and overall scores (all P < 0.05). The experimental group showed significantly higher satisfaction with the BOPPPS and flipped classroom teaching combined model in enhancing self-directed learning ability, learning interest, practical operation levels, teamwork, comprehensive quality, and doctor-patient communication skills, and in cultivating clinical thinking ability.

conclusionsThe BOPPPS combined with flipped classroom teaching in standardized training can effectively improve the assessment scores, clinical thinking and self-directed learning abilities of obstetrics and gynecology residents, stimulate their initiative and enthusiasm for learning, meet their teaching needs, and thus enhance teaching quality and assessment passing rates.