Abstract: Objective   To explore the application of BOPPPS teaching mode in dental virtual clerkship training.  Methods  Experimental control and questionnaire method were used.  Undergraduates graduating in 2020 were taken as experimental group with BOPPPS mode dental virtual clerkship training while students graduating in 2019 as control group with traditional by-chair training. Students engagement and study process were evaluated via students engagement scale (SES) and Biggs revised two-factor version of the study process questionnaire in both groups, and teaching efficacy using teachers sense of efficacy scale (TSES) was evaluated in experimental group.  Results  In students engagement survey, emotion and participation subscale scores were significantly higher in experimental group (P<0.05). In study process survey, there was no significance on scores in neither superficial nor deep approach subscales (P>0.05), and superficial motivation scores was lower in experimental group (P<0.05). In TSES, all scores were above 6. Conclusion  With the application of BOPPPS mode in dental virtual clerkship training, students engagement was improved, superficial motivation was low and teachers sense of efficacy was positive.

Key words: BOPPPS teaching mode, dentistry, clerkship teaching, online teaching