Frontiers in medicine · 2026
Practical application of the BOPPPS model in infectious diseases education: a randomized controlled trial.
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Wang Xiaohao, Zhong Shan, Li Hu
Аннотация
BACKGROUND: Infectious diseases education faces dual challenges: addressing knowledge sensitivity and bridging the theory-practice gap. Traditional didactic teaching inadequately cultivates both technical skills and humanistic literacy.
OBJECTIVE: To evaluate the tripartite efficacy of the BOPPPS model in AIDS education, focusing on knowledge acquisition, skill-attitude integration, and learning experience.
METHODS: A randomized controlled trial (RCT) enrolled 80 clinical medicine undergraduates, randomly assigned to an experimental group (BOPPPS pedagogy, n = 40) or a control group (traditional teaching, n = 40). Pre-class, intra-class, and post-class assessments included test scores, operational skills, and satisfaction surveys.
RESULTS: The experimental group demonstrated significantly superior outcomes (p < 0.01). Cognitive dimension: immediate post-test scores (85.4 ± 5.2 vs. 75.1 ± 8.3; t = 6.84) increased by 13.7%, and 1-week knowledge retention (80.1 ± 6.0 vs. 63.7 ± 9.5; t = 9.12) improved by 25.8%. Skill-attitude dimension: protective operation qualification rate (92.5 vs. 67.5%; χ2 = 8.32) rose by 37.0%, and anti-discrimination attitude excellence rate (60.0 vs. 25.0%; χ2 = 10.26) increased by 140.0%. Experience dimension: overall satisfaction reached 4.63 ± 0.42 (vs. 3.02 ± 0.88; t = 10.95, d = 2.47), reflecting a 53.3% enhancement.
CONCLUSION: The BOPPPS model, through its "objective-focused, participatory, feedback-driven" mechanism, effectively integrates knowledge, skills, and humanistic competencies in infectious diseases education, providing an evidence-based paradigm for medical curriculum reform.
OBJECTIVE: To evaluate the tripartite efficacy of the BOPPPS model in AIDS education, focusing on knowledge acquisition, skill-attitude integration, and learning experience.
METHODS: A randomized controlled trial (RCT) enrolled 80 clinical medicine undergraduates, randomly assigned to an experimental group (BOPPPS pedagogy, n = 40) or a control group (traditional teaching, n = 40). Pre-class, intra-class, and post-class assessments included test scores, operational skills, and satisfaction surveys.
RESULTS: The experimental group demonstrated significantly superior outcomes (p < 0.01). Cognitive dimension: immediate post-test scores (85.4 ± 5.2 vs. 75.1 ± 8.3; t = 6.84) increased by 13.7%, and 1-week knowledge retention (80.1 ± 6.0 vs. 63.7 ± 9.5; t = 9.12) improved by 25.8%. Skill-attitude dimension: protective operation qualification rate (92.5 vs. 67.5%; χ2 = 8.32) rose by 37.0%, and anti-discrimination attitude excellence rate (60.0 vs. 25.0%; χ2 = 10.26) increased by 140.0%. Experience dimension: overall satisfaction reached 4.63 ± 0.42 (vs. 3.02 ± 0.88; t = 10.95, d = 2.47), reflecting a 53.3% enhancement.
CONCLUSION: The BOPPPS model, through its "objective-focused, participatory, feedback-driven" mechanism, effectively integrates knowledge, skills, and humanistic competencies in infectious diseases education, providing an evidence-based paradigm for medical curriculum reform.