Application of the BOPPPS-CBL teaching model in gynaecological clinical internships: a randomized controlled trial

Clinical internships are pivotal for undergraduate medical students transitioning from theoretical learning to clinical practice. However, traditional lecture-based learning (LBL) in gynaecological clinical internships often limits active engagement and the development of clinical competence. This study aimed to evaluate the educational value of integrating Case-Based Learning (CBL) with the BOPPPS model (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, Summary) in gynaecological internship teaching, with a focus on its impact on interns' learning outcomes and learning experience.

(1) To compare interns' theoretical knowledge mastery between BOPPPS-CBL and traditional LBL groups; (2) To evaluate the BOPPPS-CBL model's impact on interns' clinical reasoning, practical skills, and doctor-patient communication; (3) To investigate differences in learning experience, satisfaction, and pressure between the two teaching modes; (4) To provide an effective, innovative teaching scheme for gynaecological clinical internships.

A total of 90 undergraduate medical students who completed gynaecological clinical internships at the Second Affiliated Hospital of Anhui Medical University between July and December 2025 were randomly allocated into two groups using a random number table: the Lecture-Based Learning group (LBL group, n = 45) and the BOPPPS-CBL group (n = 45). Teaching effectiveness and students' learning attitudes were comprehensively assessed using pre-class tests, post-class tests, Mini-Clinical Evaluation Exercise (Mini-CEX), direct observation of procedural skills (DOPS), and questionnaire surveys.

The results demonstrated that theoretical examination scores and Mini-CEX indicators assessing clinical reasoning in the experimental group were significantly higher than those in the control group (p < 0.001). For DOPS indicators evaluating clinical skills, no statistically significant difference was observed in the informed consent component (p = 0.458), whereas all other components showed statistically significant differences between groups (p < 0.05). Questionnaire findings indicated that both teaching quality and students' self-evaluated learning outcomes were significantly higher in the BOPPPS-CBL group than in the LBL group (all p < 0.001). However, students in the BOPPPS-CBL group also reported significantly increased learning pressure (all p < 0.001).

The integration of the BOPPPS model with CBL significantly enhances gynaecological interns' theoretical knowledge, comprehensive clinical competence, and practical skill proficiency, while improving learning experience and satisfaction. BOPPPS-CBL represents an effective and innovative teaching approach for gynaecological clinical internships.