ArticleBMC medical education2025
Investigating the use of the HIS-based BOPPPS teaching model in medical imaging experimental course instruction.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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2 citing papers in PubMed.
- Rebuilding ability acquisition in medical imaging teaching: a multi-level AI-driven teaching paradigm based on cognitive-information theory.BMC medical education · 2026Trial
- The Efficacy of Integrating Problem-Based Learning with the BOPPPS Six-Step Methodology in Endocrinology Clinical Instruction.Medical principles and practice : international journal of the Kuwait University, Health Science Centre · 2026Article
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8 authors.
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Abstract
backgroundTraditional teaching methods for medical imaging experimental courses exhibit limitations that reduce efficacy. This quasi-experimental crossover study aimed to evaluate the effectiveness of the Bridge-In, Objective, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary (BOPPPS) teaching model based on the Hospital Information System (HIS) in teaching medical imaging experimental courses to undergraduate students in a five-year medical imaging programme.
methods117 medical imaging students who were interning at the First Affiliated Hospital of Xinxiang Medical University in the academic year 2021-2022 made up the research subjects. During the first semester, the first group was instructed using the BOPPPS teaching model based on HIS, while the second group was instructed using the standard teaching model. The two student groups swapped instructional models in the second semester. After the course, questionnaire surveys and closed-book exams were used to evaluate the effectiveness of the instruction.
resultsCompared to the group using the traditional teaching model, the BOPPPS teaching model group scored significantly higher on case reading and overall final test outcomes, and this difference was statistically significant (In the first semester, the scores of case reading questions were 39.27 ± 3.39 VS 35.31 ± 2.77,P < 0.001; the total scores were 77.47 ± 6.61 VS 74.33 ± 4.17,P = 0.003. In the second semester, the scores of case reading questions were 39.79 ± 3.45 VS 35.47 ± 3.15,P < 0.001; the total scores were 78.36 ± 5.11 VS 74.53 ± 5.68, P < 0.001). On multiple-choice questions, however, there was no statistically significant difference in the scores between the standard teaching model group and the BOPPPS teaching model group. Over 80% of the students rated questions 1-9 with a score of 4 or 5, indicating that students' evaluations of the BOPPPS teaching model in terms of learning efficiency, interest, clinical reasoning ability, and course satisfaction were all consistently positive.
conclusionThe HIS-based BOPPPS teaching model has significantly enhanced teaching effectiveness, particularly in case analysis and clinical thinking skills, outperforming traditional teaching methods. It has also effectively increased students' interest in learning and their satisfaction.
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