Exploration of teaching practices to promote deep learning in <i>Regional Anatomy</i> using mind mapping based on the BOPPPS model

ZENG Minjuan; LIU Yanquan; HUANG Tong; CHEN Xiaojia; LI Linke; LI Wenman; ZHANG Jiankai

doi:10.16766/j.cnki.issn.1674-4152.003936

Volume 23 Issue 3

Mar. 2025

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Article Navigation > Chinese Journal of General Practice > 2025 > 23(3): 497-501

ZENG Minjuan, LIU Yanquan, HUANG Tong, CHEN Xiaojia, LI Linke, LI Wenman, ZHANG Jiankai. Exploration of teaching practices to promote deep learning in Regional Anatomy using mind mapping based on the BOPPPS model[J]. Chinese Journal of General Practice, 2025, 23(3): 497-501. doi: 10.16766/j.cnki.issn.1674-4152.003936

Citation:

ZENG Minjuan, LIU Yanquan, HUANG Tong, CHEN Xiaojia, LI Linke, LI Wenman, ZHANG Jiankai. Exploration of teaching practices to promote deep learning in Regional Anatomy using mind mapping based on the BOPPPS model[J]. Chinese Journal of General Practice, 2025, 23(3): 497-501. doi: 10.16766/j.cnki.issn.1674-4152.003936

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Exploration of teaching practices to promote deep learning in Regional Anatomy using mind mapping based on the BOPPPS model

doi: 10.16766/j.cnki.issn.1674-4152.003936

1.
The School of Basic Medicine, Guangdong Medical University, Dongguan, Guangdong 523808, China

Funds:

2023B074

2023JGXM072

2023-194

2JY23021

GDMUQ2022044

Received Date: 2024-07-17
Available Online: 2025-05-14

Abstract

Abstract

Objective This study aims to explore the effectiveness of using mind mapping to promote deep learning in Regional Anatomy based on the BOPPPS model and to explore a new approach to teaching reform in basic medical courses. Methods A total of 265 undergraduates majoring in clinical medicine in Guangdong Medical University were selected as subjects and divided into a control group (n=131) and an observation group (n=134) by random number table method. The control group adopted the lecturing and demonstration teaching method, while the observation group adopted the combined mind mapping method with the BOPPPS model. The teaching practice effects of the two groups were assessed and compared. The study process questionnaire (SPQ) and critical thinking ability scale were used to evaluate the student ' s learning motivation and critical thing skills, respectively. The teaching satisfaction was measured using the basic medical course teaching effect evaluation and satisfaction questionnaire. Results The observation group demonstrated significantly better performance in theoretical knowledge, anatomical thinking, and practical skills than the control group [(75.86±7.34) points vs. (72.20±6.47) points, t=4.302, P<0.001; (87.26±7.74) points vs. (83.78±8.15) points, t=3.565, P<0.001]. The scores of surface motivation, deep motivation, and SPQ in the observation group were higher than those in the control group (P<0.05). The scores of seeking true knowledge, open mind, systemic literacy, critical thinking self-confidence, intellectual curiosity and cognitive maturity, and the total score of the observation group were better than those of the control group (P<0.05). The students in the observation group were better than those in the control group in areas like training objectives, learning interests, learning atmosphere, humanistic care, and communication ability, teamwork ability, and teaching satisfaction (P<0.05). Conclusion Integrating mind mapping into the BOPPPS model effectively promotes deep learning in Regional Anatomy. It enhances learning motivation, cultivates critical thinking in medical students, and improves teaching quality and satisfaction in basic medical courses.
- BOPPPS model,
- Mind mapping,
- Regional Anatomy,
- Teaching reform,
- Teaching practice

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