BOPPPS combined with situational simulation teaching model in clinical teaching of obstetrics and gynecology critical care

doi:10.3969/j.issn.2096-045X.2025.04.013

Abstract

Abstract: Objective　To explore the application and practical effect of the "BOPPPS+situational simulation" dual track model in clinical teaching of obstetrics and gynecology critical cases.Methods　A total of 80 interns in the Department of Obstetrics and Gynecology, Zhejiang Taizhou Hospital, from September 2022 to June 2024, were selected as the research subjects. They were grouped according to their internship time, with 40 interns from September 2022 to June 2023 as the control group, using the problem-based learning teaching model; 40 interns from September 2023 to June 2024 as the observation group, using the BOPPPS+situational simulation teaching model. The theoretical and practical assessment scores, comprehensive abilities of students, and overall teaching effect were compared between the two groups.Results　The excellent rate of theoretical examination and practical examination scores of the observation group were higher than those of the control group (P＜0.05), with inter-group differences; the decision-making thinking ability, doctor-patient empathy, collaborative communication ability, and autonomous learning ability of the observation group were all better than those of the control group, with inter-group differences (P＜0.05); the satisfaction degree of teaching method, mastery degree of course content, interaction degree of course learning and self-improvement degree of the observation group were all higher than those of the control group, with inter-group differences (P＜0.05).Conclusion　The BOPPPS+situational simulation teaching model has certain teaching advantages in clinical teaching of obstetrics and gynecology critical care.

Key words: BOPPPS teaching, situational simulation teaching, problem-based learning, clinical practice, obstetrics and gynecology critical care

CLC Number:

R71
G642

Ma Xia, Jin Haihong, Ying Weijia, Jin Xiaoxiao. BOPPPS combined with situational simulation teaching model in clinical teaching of obstetrics and gynecology critical care[J]. Medical Education Management, 2025, 11(4): 450-455.

0
/ / Recommend

Add to citation manager EndNote|Reference Manager|ProCite|BibTeX|RefWorks

URL: https://journal06.magtechjournal.com/Jwk3_yyyzlt/EN/10.3969/j.issn.2096-045X.2025.04.013

https://journal06.magtechjournal.com/Jwk3_yyyzlt/EN/Y2025/V11/I4/450

References

［1］ Michaelsen L K， Knight A B， Fink L D， et al. Team-based learning： a transformative use of small groups［M］. Westport：Greenwood Publishing Group， 2002：157-171.
［2］谢铭瑶. 基于BOPPPS+对分课堂的高职普通话课堂教学优化的研究［J］. 汉字文化， 2020（S1）： 48-50.
［3］ Li L Q， Liao X J， Li X B， et al. Application of PBL-based situational simulation teaching in surgical nursing experimental teaching［J］. Creat Educ， 2021， 12（4）： 817-823.
［4］ Cui H M. Application and exploration of BOPPPS model in oral Chinese teaching as a foreign language［J］. Int Educ St， 2019， 12（12）： 123-129.
［5］彭美慈，汪国成，陈基乐，等. 批判性思维能力测量表的信效度测试研究［J］. 中华护理杂志， 2004， 39（9）： 644-647.
［6］伍沛，王惠平，刘卫红，等. 沉浸式临床体验教学对手术室低年资护士共情能力影响的研究［J］. 中华护理教育， 2023， 20（7）： 780-783.
［7］曾凯. 护士临床沟通能力量表的研制及应用［D］. 长沙：中南大学， 2010.
［8］李巧，王小丹，高允锁. 医学生自主学习能力测评量表的信效度检验［J］. 中国健康心理学杂志， 2014， 22（6）： 901-903.
［9］战京燕，娄景秋，王少坤，等. 我国全科住院医师规范化培训教学模式及应用效果研究［J］. 中国全科医学， 2021， 24（19）： 2401-2407.
［10］张锦，杜尚荣. 混合式教学的内涵、价值诉求及实施路径［J］. 教学与管理（理论版）， 2020（3）： 11-13.
［11］于建华，梁东荣. 混合式教学中的交互作用分析［J］. 教学与管理， 2019（18）： 16-18.
［12］ Li Y， Li X， Liu Y， et al. Application effect of BOPPPS teaching model on fundamentals of nursing education： a Meta-analysis of randomized controlled studies［J］. Front Med， 2024， 11： 1319711.
［13］ Xu Z F， Che X， Yang X D， et al. Application of the hybrid BOPPPS teaching model in clinical internships in gynecology［J］. BMC Med Educ， 2023， 23（1）： 465.
［14］陈亚丽，李玲，李胜云，等. BOPPPS教学模式在手术室规范化培训护士中的应用［J］. 护理学报， 2022， 29（14）： 18-20.
［15］孔繁鑫，罗玫，彭立生，等. 情景模拟教学法对中医住院医师规范化培训学员神经系统临床教学效果改进的研究［J］. 中国高等医学教育， 2022（5）： 71-72.
［16］吴迎，吴春蕾，傅广华，等. 情景模拟教学在产科临床教学中的应用效果［J］. 临床医学研究与实践， 2023， 8（31）： 195-198.
［17］ Hu K， Ma R J， Ma C， et al. Comparison of the BOPPPS model and traditional instructional approaches in thoracic surgery education［J］. BMC Med Educ， 2022， 22（1）： 447.

[1]	Li Jiajia, Li Hanhan, Xu Tongtong, Yang Changqing. Application of PBL teaching method in clinical pharmacotherapy for postgraduates [J]. Medical Education Management, 2023, 9(2): 154-159,172.
[2]	Fang Dan, Xu Rong. Analysis and reflection on the current situation of clinical practice of international students majoring in clinical medicine [J]. Medical Education Management, 2022, 8(1): 65-68.
[3]	Wang Shiyu, Lei Hong, Chen Zhiqiao. Exploration on clinical practice teaching under the normalized situation of COVID-19 prevention and control [J]. Medical Education Management, 2021, 7(4): 411-416,425.
[4]	Yu Xiaoqing, Zhang Kaiyuan, Di Jianhui, Li Hui, Gao Cuimin. Application of integrated teaching method combined with situational simulation in pediatric practice in general hospitals [J]. Medical Education Management, 2021, 7(1): 51-55.
[5]	Wang Yan, Zhang Qiong, Wang Liao, Zhang Linglin, Zou Jing. Practice of LBL/PBL/CBL teaching mode in continuing medical education training program for pediatric dentists [J]. Medical Education Management, 2020, 6(4): 350-354.