Abstract: Objective　To investigate the impact of BOPPPS (bridge-in; objective; pre-assessment; participatory learning; post-assessment; summary) teaching method with different degrees of participatory learning on undergraduate students' interest in learning medical English.Methods　Two sets of medical English teaching plans A and B, using BOPPPS teaching method with 6 or 3 different participatory learning patterns were carried out respectively in the different classes with the same group of students. The plan A and B were designed in the same way in the stages of bridge-in, objective, pre-assessment, post-assessment, and summary, but different in the stage of participatory learning. The survey was conducted online immediately after each class teaching, with contents covering the undergraduates' interest in learning, evaluations about the teacher, and mastered knowledge percentage of class teaching.Results　Forty and 36 questionnaires were received after the set of A and B BOPPPS teaching respectively. Compared to set A, in set B, students interested in medical English learning were more significant (72.2% vs. 45.0%, P<0.05); students giving an evaluation scale of ≥4 about the teacher increased markedly ( 83.3% vs. 60.0%, P<0.05); The students mastered 60% of teaching content or more increased(55.5% vs. 35.0%, P>0.05), although there was no significant difference between the two groups.Conclusion　The BOPPPS teaching method with moderate participatory learning improves undergraduate students' interest in learning medical English.

Key words: BOPPPS teaching method, participatory learning, medical English, teaching effectiveness, interest in learning