CoChat
Sign Up
Cited by 72Innovations in Medical EducationInnovative Teaching MethodsProblem and Project Based Learning

Effect of the BOPPPS model combined with case-based learning versus lecture-based learning on ophthalmology education for five-year paediatric undergraduates in Southwest China

Open access
Chen, Lin, Tang, Xiao-Jiao, Chen, Xin-Ke, Ke, Ning, Liu, Qin·2022·BMC Medical Education
DOI 10.1186/s12909-022-03514-4PMC PMC9170341
Open this paper in CoChat — free accountOpen PDF

Abstract

Background: To investigate the effect of the bridge-in, objective, preassessment, participatory learning, post assessment, and summary (BOPPPS) model combined with case-based learning (CBL) on ophthalmology teaching for five-year paediatric undergraduates. Methods: The effects of the BOPPPS model combined with CBL (BOPPPS-CBL) and traditional lecture-based learning (LBL) on ophthalmology teaching were compared among students in a five-year programme. The questionnaire surveys of the students were collected and statistically analysed after the class. The final examination scores, including on elementary knowledge and case analysis, in the two groups were analysed. Results: There were no statistically significant differences between the teachers and students in the baseline data. More students agreed that the BOPPPS-CBL model helped develop their problem-solving skills, analytical skills and motivation for learning better than the LBL model. There was no significant difference in learning pressure between the two groups. The final examination scores of the BOPPPS-CBL group were significantly higher than those of the LBL group. The overall course satisfaction of the BOPPPS-CBL group was obviously higher than that of the LBL group. Conclusions: The BOPPPS-CBL model is an effective ophthalmology teaching method for five-year paediatric undergraduates.

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1186/s12909-022-03514-4

Cites

1 of 1 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Evidence suggests that the BOPPPS model improves teaching efficiency and offers marked advantages over traditional instruction in course satisfaction, teacher-student interaction, and the enhancement of clinical analytical abilities.

    “Evidence suggests that this student-centered model not only improves teaching efficiency but also offers marked advantages over traditional instruction in terms of course satisfaction, teacher-student interaction, and the enhancement of clinical analytical abilities (7, 32).”

    From The effectiveness of an integrated CBL and BOPPPS model in neurological nursing clinical teaching: a comparative study (2026) · cites this paper as [7]

    The Results (page not provided) report higher course satisfaction and perceived analytical skills for BOPPPS combined with case-based learning than for lecture-based learning. The Discussion (page not provided) describes greater emphasis on teacher–student interaction, but the study does not isolate the effect of BOPPPS alone or establish improved teaching efficiency. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • Integrated CBL-BOPPPS designs have shown favourable results in ophthalmology, oral and maxillofacial surgery, and general nursing education.

    “Integrated CBL–BOPPPS designs have shown favourable results in ophthalmology, oral and maxillofacial surgery, and general nursing education (7, 18, 19).”

    From The effectiveness of an integrated CBL and BOPPPS model in neurological nursing clinical teaching: a comparative study (2026) · cites this paper as [7]

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Cites

Flagged first, then by citations

Research works printed but not linked: 31

  1. [1]Succar T Grigg J Beaver HA Lee AG A systematic review of best practices in teaching ophthalmology to medical students Surv Ophthalmol 2016 61 1 83 94 10.1016/j.survophthal.2015.09.001 26363187 · DOI
  2. [2]Patel SJ Lundy DC Ocular manifestations of autoimmune disease Am Fam Physician 2002 66 6 991 998 12358224
  3. [3]Panda A Sharma S Jana M Arora A Sharma SK Ophthalmic manifestations of systemic diseases–part 2: metabolic, infections, granulomatoses, demyelination, and skeletal dysplasias Curr Probl Diagn Radiol 2014 43 5 242 253 10.1067/j.cpradiol.2014.02.003 25088219 · DOI
  4. [4]Succar T Grigg J Beaver HA Lee AG Advancing ophthalmology medical student education: International insights and strategies for enhanced teaching Surv Ophthalmol 2020 65 2 263 271 10.1016/j.survophthal.2019.08.006 31472202 · DOI
  5. [5]Horne A Rosdahl J Teaching clinical ophthalmology: medical student feedback on team case-based versus lecture format J Surg Educ 2017 74 2 329 332 10.1016/j.jsurg.2016.08.009 27651053 · DOI
  6. [6]Pattison P Russell D Instructional skills workshop handbook 2006 Vancouver, Canada UBC Centre for Teaching and Academic Growth
  7. [7]Ma X Ma X Li L Luo X Zhang H Liu Y Effect of blended learning with BOPPPS model on Chinese student outcomes and perceptions in an introduction course of health services management Adv Physiol Educ 2021 45 2 409 417 10.1152/advan.00180.2020 34018832 · DOI
  8. [8]Yang Y You J Wu J Hu C Shao L The effect of microteaching combined with the BOPPPS model on dental materials education for predoctoral dental students J Dent Educ 2019 83 5 567 574 10.21815/JDE.019.068 30858273 · DOI · Paper page
  9. [9]Ashraf H Sodergren MH Merali N Mylonas G Singh H Darzi A Eye-tracking technology in medical education: a systematic review Med Teach 2018 40 1 62 69 10.1080/0142159X.2017.1391373 29172823 · DOI
  10. [10]Gao J Yang L Zou J Fan X Comparison of the influence of massive open online courses and traditional teaching methods in medical education in China: a meta-analysis Biochem Mol Biol Educ 2021 49 4 639 651 10.1002/bmb.21523 33894023 · DOI
  11. [11]Dickinson BL Lackey W Sheakley M Miller L Jevert S Shattuck B Involving a real patient in the design and implementation of case-based learning to engage learners Adv Physiol Educ 2018 42 1 118 122 10.1152/advan.00174.2017 29357269 · DOI
  12. [13]Enarson C Cariaga-Lo L Influence of curriculum type on student performance in the United States medical licensing examination step 1 and step 2 exams: problem-based learning vs. Lecture-based curriculum Med Educ 2001 35 11 1050 1055 10.1046/j.1365-2923.2001.01058.x 11703641 · DOI
  13. [14]Zeng HL Chen DX Li Q Wang XY Effects of seminar teaching method versus lecture-based learning in medical education: a meta-analysis of randomized controlled trials Med Teach 2020 42 12 1343 1349 10.1080/0142159X.2020.1805100 32795244 · DOI
  14. [15]Li T Wang W Li Z Wang H Liu X Problem-based or lecture-based learning, old topic in the new field: a meta-analysis on the effects of PBL teaching method in Chinese standardized residency training BMC Med Educ 2022 22 1 221 10.1186/s12909-022-03254-5 35361207 PMC8974027 · DOI
  15. [16]Ding C Li S Chen B Effectiveness of flipped classroom combined with team-, case-, lecture- and evidence-based learning on ophthalmology teaching for eight-year program students BMC Med Educ 2019 19 1 419 10.1186/s12909-019-1861-y 31727043 PMC6854635 · DOI
  16. [17]Thistlethwaite JE Davies D Ekeocha S Kidd JM MacDougall C Matthews P Purkis J Clay D The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME guide no. 23 Med Teach 2012 34 6 e421 444 10.3109/0142159X.2012.680939 22578051 · DOI
  17. [18]Broomfield D Bligh J An evaluation of the 'short form' course experience questionnaire with medical students Med Educ 1998 32 4 367 369 10.1046/j.1365-2923.1998.00232.x 9743797 · DOI
  18. [19]Lee AG Graduate medical education in ophthalmology: moving from the apprenticeship model to competency-based education Arch Ophthalmol 2008 126 9 1290 1291 10.1001/archophthalmol.2008.3 18779493 · DOI
  19. [20]Succar T McCluskey P Grigg J Enhancing medical student education by implementing a competency-based ophthalmology curriculum Asia Pacific J Ophthalmol (Phila) 2017 6 1 59 63 28161917
  20. [21]Wendt S Abdullah Z Barrett S Daruwalla C Go JA Le B Li E Livingston C Miller M Nakhleh L A virtual COVID-19 ophthalmology rotation Surv Ophthalmol 2021 66 2 354 361 10.1016/j.survophthal.2020.10.001 33058927 PMC7550053 · DOI
  21. [22]Succar T Beaver HA Lee AG Impact of COVID-19 pandemic on ophthalmology medical student teaching: educational innovations, challenges, and future directions Surv Ophthalmol 2022 67 1 217 225 10.1016/j.survophthal.2021.03.011 33838164 PMC9757816 · DOI
  22. [23]Succar T Lee VA Karmonik C Lee AG An academic ophthalmology curriculum as a model for introducing preprofessional students to careers in ophthalmology J Acad Ophthalmol 2022 14 01 e45 e51 10.1055/s-0042-1743413 PMC9927976 37388478 · DOI
  23. [24]Succar T Zebington G Billson F Byth K Barrie S McCluskey P Grigg J The impact of the virtual ophthalmology clinic on medical students' learning: a randomised controlled trial Eye (Lond) 2013 27 10 1151 1157 10.1038/eye.2013.143 23867718 PMC3806573 · DOI
  24. [25]Succar TaG J Hoffman J Blessinger P Makhanya M "The role of educational technology in promoting the inclusion of rural clinical schools for ophthalmology teaching using virtual patients" Strategies for fostering inclusive classrooms in higher education: international perspectives on equity and inclusion (innovations in higher education teaching and learning, vol 16) 2019 Bingley Emerald Publishing Limited 167 181
  25. [26]Altintas L Altintas O Caglar Y Modified use of team-based learning in an ophthalmology course for fifth-year medical students Adv Physiol Educ 2014 38 1 46 48 10.1152/advan.00129.2013 24585469 · DOI
  26. [27]Khoshnevisasl P Sadeghzadeh M Mazloomzadeh S Hashemi Feshareki R Ahmadiafshar A Comparison of problem-based learning with lecture-based learning Iran Red Crescent Med J 2014 16 5 e5186 10.5812/ircmj.5186 25031862 PMC4082522 · DOI
  27. [28]Sturdy S Scientific method for medical practitioners: the case method of teaching pathology in early twentieth-century Edinburgh Bull Hist Med 2007 81 4 760 792 10.1353/bhm.2007.0093 18084106 · DOI
  28. [29]Gade S Chari S Case-based learning in endocrine physiology: an approach toward self-directed learning and the development of soft skills in medical students Adv Physiol Educ 2013 37 4 356 360 10.1152/advan.00076.2012 24292913 · DOI
  29. [30]Chaohui LI, Province H. The application of BOPPPS teaching mode in the teaching of Shanghan Lun. Guangming J Chin Med. 2017;32(19):2884–85.
  30. [33]Shih WL, Tsai CY. Effect of flipped classroom with BOPPPS model on learners' learning outcomes and perceptions in a business etiquette course. Asia-Pacific Edu Res. 2020;29(3):257–68.
  31. [35]Wang S Xu X Li F Fan H Zhao E Bai J Effects of modified BOPPPS-based SPOC and flipped class on 5th-year undergraduate oral histopathology learning in China during COVID-19 BMC Med Educ 2021 21 1 540 10.1186/s12909-021-02980-6 34702232 PMC8546376 · DOI

Cited by

Sorted by citations

Authors
Chen, L., Tang, X.-J., Chen, X.-K., Ke, N., & Liu, Q.
Affiliations
Children's Hospital of Chongqing Medical University (CN)
Corresponding author
Liu, Qin
ORCID
Venue
BMC Medical Education
Publisher
Springer Science and Business Media LLC
Published
2022-06-07
Volume
22
Issue
1
Pages
437-437
ISSN
1472-6920 (ISSN-L)
DOI
10.1186/s12909-022-03514-4
PMC
PMC9170341
OpenAlex
W4281775819
Cited by
72
References
1
Citations by year
2026: 15 · 2025: 26 · 2024: 19 · 2023: 11 · 2022: 1
FWCI
12.58
Type
journal article
Language
en
Open access
Licence
Locations
  • BMC Medical Education (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
  • Social Sciences › Education › Innovative Teaching Methods
  • Social Sciences › Education › Problem and Project Based Learning
Keywords
BOPPPS model, case-based learning, lecture-based learning, ophthalmology education, paediatric medicines, active learning, student satisfaction, student motivation, exam performance
MeSH terms
Child, China, Humans, Learning, Motivation, Ophthalmology, Students, Teaching, Problem-Based Learning

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review