Application of the hybrid BOPPPS teaching model in clinical internships in gynecology
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Abstract
Background: The traditional gynecological teaching model is not conducive to the cultivation of trainee doctors’ clinical skills, thinking patterns and doctor‒patient communication ability. This study aims to explore the effect of the application of the hybrid BOPPPS (bridge-in, objective, preassessment, participant learning, postassessment, summary) teaching model in clinical internships in gynecology. Methods: This observational study was conducted among final-year undergraduate medical trainee doctors at Jiaxing Maternity and Child Health Care Hospital from September 2020 to June 2022. Members of the control group were introduced to the traditional teaching model, while members of the experimental group were introduced to the hybrid BOPPPS teaching model. Trainee doctors’ final examination scores and teaching satisfaction were compared. Results: The control group consisted of 114 students who entered the university to pursue undergraduate degrees in 2017, and the experimental group consisted of 121 students who entered the university to pursue undergraduate degrees in 2018. The final examination scores attained by trainee doctors in the experimental group were higher than those attained by trainee doctors in the control group (P < 0.05). The final theoretical exam scores attained by members of the control group were significantly higher than their preassessment scores (P < 0.01). The scores differed significantly between female and male subjects before the internship (p<0.05) but not after the internship (p>0.05). In total, 93.4% of trainee doctors in the experimental group thought that the hybrid BOPPPS teaching model helped them improve their case analysis ability, and the difference in this measure between the experimental and control groups was statistically significant (P < 0.05). A total of 89.3% of trainee doctors in the experimental group supported the promotion and application of the hybrid BOPPPS model in practice in other disciplines. Conclusion: The hybrid BOPPPS teaching model helps improve trainee doctors’ learning environment, stimulate their interest and initiative in learning, enhance their clinical practice ability and increase their satisfaction; therefore, this model is worth promoting and applying in practice in other disciplines.
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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 [32]
The Results section (Table 4; page unavailable) reports higher satisfaction-related ratings in the hybrid BOPPPS group than in the traditional-instruction group, including perceived improvement in case analysis ability. The Discussion describes more opportunities for trainee doctors to interact with a teaching administrator, but does not establish a comparative advantage in teacher–student interaction. The paper also does not report a measure of teaching efficiency. (LLM, conf=0.86)
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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
“Consequently, there is a seamless transition from theory to practice (48) yielding substantial improvements in their hands-on capabilities and analytical problem-solving aptitude.”
BackgroundQian, P., Su, J., & Xu, Y. (2026) · Frontiers in Medicine · doi:10.3389/fmed.2026.1789025
- Authors
- Xu, Z., Che, X., Yang, X., & Wang, X.
- Affiliations
- Jiaxing University (CN)
- Corresponding author
- Wang, Xiaoxia
- Venue
- BMC Medical Education
- Published
- 2023-06-22
- Volume
- 23
- Issue
- 1
- Pages
- 465-465
- ISSN
- 1472-6920 (ISSN-L)
- PMC
- PMC10286474
- OpenAlex
- W4381685275
- Cited by
- 46
- References
- 0
- Citations by year
- 2026: 12 · 2025: 17 · 2024: 15 · 2023: 2
- FWCI
- 11.68
- 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
- special clinical teaching reform project of Jiaxing University (2021YYGL13)
- High education teaching reform project of Wenzhou Medical University (JG2021183)
- 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, hybrid teaching model, gynecology education, clinical internship, undergraduate medical students, clinical skills, teaching satisfaction, physician-patient communication, gender differences in learning
- MeSH terms
- Child, Clinical Competence, Female, Gynecology, Humans, Internship and Residency, Learning, Male, Pregnancy, Students, Teaching
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