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The impact of a decision tree-based BOPPPS blended teaching model on cognitive performance in clinical epidemiology
Junqiang Wang1, Ling Zhao2, Fengchen Gao1
1School of Public Health, Kunming Medical University, Kunming, Yunnan, China.
Background:
The BOPPPS (Bridge-in, Objectives, Pre-assessment, Participatory learning, Post-assessment, and Summary) blended teaching model has been increasingly applied in medical education; however, evidence regarding its impact on cognitive performance and the underlying influencing factors remains limited. We hypothesized that the blended teaching model based on BOPPPS can effectively enhance students' cognitive performance, and conduct research to investigate this hypothesis.
Objective:
This study employed a decision tree model to investigate the impact of the BOPPPS-based blended teaching model on cognitive performance in the Clinical Epidemiology course and to identify key influencing factors.
Methods:
This study was a cross-sectional observational study designed. Postgraduate students enrolled in the Clinical Epidemiology course at Kunming Medical University were recruited as study participants between October 1, 2022 and October 1, 2024. Data were collected through an online questionnaire administered via Wenjuanxing (Questionnaire Star). A decision tree model was applied to analyze the determinants of cognitive performance.
Results:
A total of 1,938 valid questionnaires were obtained, with 1,749 (90.2%) of students demonstrating strong overall cognitive performance. Decision tree analysis identified the following as major influencing factors: improvement in innovation skills; ability to summarize and synthesize fundamental methods taught in the course; depth of mastery of the knowledge presented; ability to grasp challenging course content; and enhancement of comprehensive problem-solving skills.
Conclusion:
The BOPPPS-based blended teaching model exerts a significant positive effect on students' overall cognitive performance in Clinical Epidemiology, which supported our hypothesis. Future teaching practice should place greater emphasis on the effective implementation, rational application, and continuous optimization of this instructional approach. Future research should employ longitudinal or experimental designs to further validate causal relationships and optimize instructional strategies.
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