Trial reportMedical education online2026
A BOPPPS-based micro-lecture teaching intervention for orthopaedic postgraduates in China.
Trial report in Medical education online, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
4 authors.
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Abstract
backgroundOrthopaedics is a highly specialized discipline characterized by complex theoretical frameworks and extensive knowledge, posing challenges for postgraduate teaching. With the advancement of educational technology, micro-lectures have been increasingly adopted in medical education. However, their isolated use may be insufficient to sustain student engagement or ensure effective learning. The bridge-in, learning objective, pre-test, participatory learning, post-assessment, and summary (BOPPPS) teaching model, which emphasizes the closed-loop management of student participation and teaching feedback, may address these limitations.
objectiveThis study aims to develop and evaluate a BOPPPS-based micro-lecture teaching system for orthopaedic postgraduates, to improve teaching quality, enhance students' clinical competencies, and provide evidence-based insights for teaching reform.
methodsForty-eight first-year surgical postgraduates in a residency program were randomly divided into experimental and control groups (n = 24 per group). The experimental group received micro-lecture instruction integrated within the BOPPPS framework, while the control group received ordinary teaching. Both groups were assessed using the Mini-Clinical Evaluation Exercise and Direct Observation of Procedural Skills after clinical training. A questionnaire survey was conducted to gauge students' satisfaction with the BOPPPS-based micro-lectures.
resultsThe experimental group showed significantly better clinical diagnostic and treatment abilities than the control group across most domains (
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