The combined BOPPPS and CBL teaching method enhances students' learning in pathology experimental course

Area of Science:

• Medical Education
• Traditional Chinese Medicine
• Pathology Education

Background:

• Students in integrated Chinese and Western medicine programs often struggle with foundational pathology knowledge, impacting professional development.
• Effective teaching strategies are crucial for enhancing the learning experience and academic outcomes in this specialized field.

Purpose of the Study:

• To evaluate the effectiveness of the bridge-in, objective, preassessment, participatory learning, postassessment, and summary (BOPPPS) teaching model combined with case-based learning (CBL) in a pathology experimental course.
• To assess the impact of this combined teaching approach on students' academic performance and satisfaction.

Main Methods:

• Thirty-eight students were divided into two groups: one receiving traditional teaching and the other the BOPPPS-CBL method.
• Academic performance was measured by course scores, and student satisfaction was assessed via questionnaire surveys.

Main Results:

• The BOPPPS-CBL group showed a significant increase in average pathology experimental course scores (3.36 to 3.64, P < 0.05).
• The proportion of students achieving C-level grades decreased from 10% to 0% in the BOPPPS-CBL group.
• Improvements were also observed in pathology theory course performance, particularly in clinical thinking ability assessments.

Conclusions:

• The integration of BOPPPS and CBL models effectively enhances pathology education for integrated Chinese and Western medicine students.
• This teaching strategy improves academic performance, clinical thinking skills, and student satisfaction, offering a valuable model for TCM higher education.