Assessment of the effectiveness of BOPPPS-based hybrid teaching model in physiology education
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Abstract
Background: Online teaching has become increasingly common in higher education of the post-pandemic era. While a traditional face-to-face lecture or offline teaching remains very important and necessary for students to learn the medical knowledge systematically, guided by the BOPPPS teaching model, combination of online and offline learning approaches has become an unavoidable trend for maximizing teaching efficiency. However, in physiological education, the effectiveness of combined online teaching and offline teaching models remains poorly assessed. The present study aims at providing an assessment to the hybrid teaching model. Methods: The study was performed among undergraduate medical students of Class 2017 ~ 2019 in the Physiology course in Harbin Medical University during 2018-2020. Based on established offline teaching model with BOPPPS components in 2018, we incorporated online teaching contents into it to form a hybrid BOPPPS teaching model (HBOPPPS, in brief), preliminarily in 2019 and completely in 2020. HBOPPPS effectiveness was assessed through comparing the final examination scores of both objective (multi-choice and single answer questions) and subjective (short and long essays) questions between classes taught with different modalities. Results: The final examination score of students in Class 2019 (83.9 ± 0.5) who were taught with the HBOPPPS was significantly higher than that in Class 2017 (81.1 ± 0.6) taught with offline BOPPPS and in Class 2018 (82.0 ± 0.5) taught with immature HBOPPPS. The difference mainly attributed to the increase in average subjective scores (41.6 ± 0.3 in Class 2019, 41.4 ± 0.3 in Class 2018, and 38.2 ± 0.4 in Class 2017). In the questionnaire about the HBOPPPS among students in Class 2019, 86.2% responded positively and 79.4% perceived improvement in their learning ability. In addition, 73.5% of the students appreciated the reproducibility of learning content and 54.2% valued the flexibility of HBOPPPS. Lastly, 61.7% of the students preferred the HBOPPPS relative to BOPPPS in future learning. Conclusions: HBOPPPS is likely a more effective teaching model and useful for enhancing effectiveness of Physiology teaching. This is attributable to the reproducibility and flexibility as well as the increased learning initiatives.
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The BOPPPS model is a closed-loop instructional design framework based on constructivist theory, dividing classroom teaching into six modules: Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, and Summary.
“This model is a closed-loop instructional design framework based on constructivist theory (14), dividing classroom teaching into six modules: Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, and Summary.”
From The effectiveness of an integrated CBL and BOPPPS model in neurological nursing clinical teaching: a comparative study (2026) · cites this paper as [14]
The Background and Methods (Table 1; page not specified) identify BOPPPS and list the six modules. The paper does not describe it as a closed-loop instructional design framework based on constructivist theory; the Background instead says classical BOPPPS is relatively weak at establishing feedback connections. (LLM, conf=0.85)
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Li, Y., Li, X., Liu, Y., & Li, Y. (2024) · Frontiers in Medicine · doi:10.3389/fmed.2024.1319711 · Cited by 51 · see citing works
“The pre-test and post-test of this teaching model serve to develop students’ independent thinking abilities while also enabling them to address any knowledge gaps they may have missed, thereby enhancing their comprehension and mastery of the subject (17).”
BackgroundQian, P., Su, J., & Xu, Y. (2026) · Frontiers in Medicine · doi:10.3389/fmed.2026.1789025
- Authors
- Liu, X.-Y., Lu, C., Zhu, H., Wang, X., Jia, S., Zhang, Y., Wen, H., & Wang, Y.-F.
- Affiliations
- Harbin Medical University (CN)
- Corresponding author
- Wen, Haixia
- Wang, Yu-Feng
- Venue
- BMC Medical Education
- Published
- 2022-03-30
- Volume
- 22
- Issue
- 1
- Pages
- 217-217
- ISSN
- 1472-6920 (ISSN-L)
- PMC
- PMC8966603
- OpenAlex
- W4225625414
- Cited by
- 86
- References
- 1
- Citations by year
- 2026: 17 · 2025: 24 · 2024: 22 · 2023: 18 · 2022: 5
- FWCI
- 15.67
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- BMC Medical Education (publishedVersion, cc-by)
- Research Square (acceptedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Harbin Medical University
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Innovative Teaching Methods
- Keywords
- hybrid teaching model, physiology education, online learning, blended learning, medical students, teaching effectiveness, student perceptions, final examination scores, undergraduate medical education, flipped classroom, student-centered learning, student satisfaction, student self-efficacy, student stress
- MeSH terms
- Educational Measurement, Humans, Learning, Students, Medical, Reproducibility of Results
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