Application of hybrid BOPPPS teaching model in clinical internship in gynecology

Abstract

Abstract Background The traditional gynecological teaching model is not conducive to the cultivation of interns’ clinical skills, thinking patterns and doctor-patient communication ability. This study is aim to explore the application effect of hybrid BOPPPS (Bridge-in, Objective, Pre-assessment, Participant learning, Post assessment, Summary) teaching model in a clinical internship in gynecology. Methods This observational study was conducted among the final year undergraduate medical interns from September 2020 to June 2022 at Jiaxing Maternity and Child Health Care Hospital. The control group consisted 114 interns of grade 2017 who received the traditional teaching model. The experimental group consisted 121 interns of grade 2018 were introduced to the hybrid BOPPPS teaching model. interns’ final examination scores and teaching satisfaction were compared. Results The final examination scores of interns in the experimental group were significantly higher than those of interns in the control group (P <0.05). In the experimental group, the final theoretical exam scores were significantly higher than the pre-assessment scores (P <0.01). Compared with the control group, 93.4% of interns in the experimental group thought the hybrid BOPPPS teaching model could help them to improve case analysis ability, and the difference is statistically significant (P < 0.05). 89.3% of interns in the experimental group supported the promotion and application of hybrid BOPPPS model in the practice of other disciplines. Conclusion The hybrid BOPPPS teaching model helps to stimulate interns' learning interest and learning initiative, improve interns’ clinical skills, and have high interns’ satisfaction, which is worth of promotion and application in the practice of other disciplines.