Trial reportBMC medical education2026
Comparison of the BOPPPS model combined with rain classroom teaching and traditional method on nephrology education for fifth-year undergraduates.
Trial report in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
backgroundMedical education is increasingly adopting student-centered learning approaches to foster critical thinking and self-directed learning, particularly in complex fields like nephrology. The BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, and Summary) model, with its focus on student participation and feedback, has emerged as an innovative educational framework. The integration of this model with educational technology platforms, such as Rain Classroom, presents an opportunity to enhance active learning in nephrology education for undergraduate medical students.
methodsThis study conducted a comparative analysis over an academic year, evaluating the BOPPPS model integrated with Rain Classroom against traditional lecture-based teaching in nephrology education. The study population consisted of fifth-year undergraduate medical students, randomly assigned to an experimental group (n = 36) or a control group (n = 36). The experimental group experienced the BOPPPS-Rain Classroom approach, while the control group received traditional lectures. Data collection included final examination scores, student satisfaction surveys, and classroom engagement.
resultsThe BOPPPS-Rain Classroom approach resulted in significantly higher final examination scores compared to traditional teaching, with more students in the experimental group scoring above 80. Class participation was notably higher in the experimental group, indicating a more interactive learning environment. Student evaluations revealed increased satisfaction, self-learning enthusiasm, comprehension, and interest in nephrology studies among the experimental group. Supplementary questionnaires confirmed the positive impact of the BOPPPS-Rain Classroom model on learning experience, problem-solving abilities, cooperation, communication skills, and commitment to learning.
conclusionThe BOPPPS model integrated with Rain Classroom was associated with improved examination performance, higher classroom engagement, and more positive student evaluations compared to traditional lecture-based nephrology teaching.
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Registered trials
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