BOPPPS结合CBL教学法在内科学消化系统教学改革中的应用实践

刘爱群; 郭晓云; 唐曦平; 沈妍华; 韦丽宁; 钟毅; 黄月丽; 谢为舜; 钟大妮

doi:10.16766/j.cnki.issn.1674-4152.004226

BOPPPS结合CBL教学法在内科学消化系统教学改革中的应用实践

doi: 10.16766/j.cnki.issn.1674-4152.004226

广西医科大学附属肿瘤医学院内科学教研室，广西南宁 530021

基金项目:

2023年度广西高等教育本科教学改革工程项目 2023JGA148

广西医疗卫生重点培育学科建设项目广西壮族自治区卫生健康委员会

广西医疗卫生重点培育学科建设项目桂卫科教发[2023]1号

广西医科大学本科教育教学改革项目 2022XJGQYY08

详细信息

通讯作者:
郭晓云，E-mail：512875898@qq.com

中图分类号: R192.3 R57
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出版历程
- 收稿日期: 2024-09-13

Application of BOPPPS combined with CBL teaching method in the reform of digestive system teaching in internal medicine

Department of Internal Medicine, Guangxi Medical University Cancer Hospital, Nanning, Guangxi 530021, China

摘要

摘要: 目的 BOPPPS以学生为核心，注重课堂中学生的全面参与，在教学过程中应用CBL等多种手段与教学结合，教师能及时根据课堂反馈，调整教学实施，有望更好地预设教学效果。本研究探讨了BOPPPS结合CBL混合教学模式在内科学消化系统-上消化道出血部分教学中的实践应用效果，为今后更多的临床课程的教学改革提供参考。方法选取广西医科大学附属肿瘤医学院2020级临床医学专业的学生共229人作为研究对象，采用计算机软件生成随机数对班级进行随机分组，分为实验A组(BOPPPS结合CBL混合教学, 113人)和对照B组(传统模式教学, 116人)，课程结束后通过问卷星调查、教学评价和综合考核的方式进行比较。结果实验组对课程整体的总满意度、对课程内容的总满意度和对授课方式的总满意度明显高于对照组，差异有统计学意义(均P＜0.05)。实验组期末考试成绩[(81.53±5.16)分]明显高于对照组[(79.28±9.96)分]，差异有统计学意义(t=2.137, P＜0.05)。结论消化系统教学中采用BOPPPS结合CBL的线上线下混合式教学，促进了学生主动参与课题教学，从而提升了教学的效果，值得在内科学临床教学中进一步推广应用。
- 导学互动的加式教育 /
- 基于案例的学习模式 /
- 混合式教学 /
- 应用与实践
Abstract: Objective The BOPPPS model, characterized by its student-centered approach and emphasis on full student participation, is increasingly applied in classroom teaching. When combined with CBL (Case-Based Learning), teachers can adjust the teaching implementation according to classroom real-time feedback to achieve better teaching effects. Based on this situation, this study aimed to explore the practical application and effectiveness of the BOPPPS combined with CBL blended teaching mode in the teaching of digestive system-upper gastrointestinal bleeding, with the goal of informing future reforms in clinical teaching. Methods A total of 229 students majoring in clinical medicine from the School of Oncology, Guangxi Medical University in 2020, were selected as the research objects, and classes were randomly grouped using computer software to generate random numbers. They were randomly divided into the experimental group A (BOPPPS combined with CBL, 113 students) and the control group B (traditional mode teaching, 116 students). At the end of the teaching period, a combination of questionnaires and a theoretical knowledge examination was used to evaluate teaching effectiveness. Results The satisfaction survey showed that students in the experimental group were more satisfied with the overall course experience, course content, and teaching method than those in the control group (all P < 0.05). In the post-class examination, the scores in the experimental group was significantly higher than that of the control group, with significant differences(81.53±5.16 vs. 79.28±9.96, t=2.137, all P < 0.05). Conclusion In the context of digestive system teaching, the BOPPPS combined with CBL blended teaching demonstrates greater effectiveness than the traditional method. It promotes students ' engagement and participation, and is well-suited for promotion and application in the clinical teaching of internal medicine.
- BOPPPS /
- Case-Based Learning /
- Blended teaching /
- Application & Practice
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图 1 基于BOPPPS线上线下混合教学在内科学消化系统部分应用流程图

Figure 1. Flowchart of the BOPPPS-based integrated blended learning for the internal medicine digestive system curriculum

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表 1 实验组和对照组学生一般资料比较

Table 1. Comparison of baseline characteristics between students in the experimental and control groups

组别	人数	性别构成比(男/女, 人)	年龄(x±s，岁)
实验组	113	62/51	20.240±0.428
对照组	116	56/60	20.220±0.419
统计量		0.996^a	0.264^b
P值		0.318	0.792
注：^a为χ²值，^b为t值。

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表 2 2组学生教学效果问卷调查结果的比较[人(%)]

Table 2. Comparison of the questionnaire survey results on teaching effects between two groups of students[cases (%)]

内容	实验组(n=113)				对照组(n=116)				χ²值	P值
内容	非常满意	基本满意	不满意	总满意	非常满意	基本满意	不满意	总满意	χ²值	P值
对课程整体的满意度	99(87.61)	12(10.62)	2(1.77)	111(98.23)	93(80.17)	13(11.21)	10(8.62)	106(91.38)	5.410	0.020
对课程内容的满意度	98(86.73)	13(11.50)	2(1.77)	111(98.23)	91(78.45)	14(12.07)	11(9.48)	105(90.52)	6.359	0.012
对授课方式的满意度	95(84.07)	15(13.27)	3(2.66)	110(97.34)	90(77.59)	14(12.07)	12(10.34)	104(89.66)	5.530	0.019

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表 3 2组学生教学模式评价调查[人(%)]

Table 3. Comparison of teaching model effectiveness between the two student groups[cases (%)]

组别	人数	教学目的明确，重点突出	激发学习兴趣，促进自主学习	提高课程学习专注度	提高临床实践能力	学习压力增加，课程紧张
实验组	113	111(98.23)	105(92.92)	108(95.58)	107(94.69)	30(26.55)
对照组	116	101(87.07)	98(84.48)	97(83.62)	95(81.90)	25(21.55)
χ²值		10.373	6.375	8.719	9.008	1.111
P值		0.001	0.012	0.003	0.003	0.292

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