Application of raining class combing with CBL method based on BOPPPS model in experimental teaching of physical diagnosis

CHENG Cheng; ZHU Ning-jun; LI Meng-li; WANG Tong

doi:10.16766/j.cnki.issn.1674-4152.002741

Volume 20 Issue 11

Nov. 2022

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Article Navigation > Chinese Journal of General Practice > 2022 > 20(11): 1941-1943

CHENG Cheng, ZHU Ning-jun, LI Meng-li, WANG Tong. Application of raining class combing with CBL method based on BOPPPS model in experimental teaching of physical diagnosis[J]. Chinese Journal of General Practice, 2022, 20(11): 1941-1943. doi: 10.16766/j.cnki.issn.1674-4152.002741

Citation:

CHENG Cheng, ZHU Ning-jun, LI Meng-li, WANG Tong. Application of raining class combing with CBL method based on BOPPPS model in experimental teaching of physical diagnosis[J]. Chinese Journal of General Practice, 2022, 20(11): 1941-1943. doi: 10.16766/j.cnki.issn.1674-4152.002741

Citation:

CHENG Cheng, ZHU Ning-jun, LI Meng-li, WANG Tong. Application of raining class combing with CBL method based on BOPPPS model in experimental teaching of physical diagnosis[J]. Chinese Journal of General Practice, 2022, 20(11): 1941-1943. doi: 10.16766/j.cnki.issn.1674-4152.002741

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Application of raining class combing with CBL method based on BOPPPS model in experimental teaching of physical diagnosis

doi: 10.16766/j.cnki.issn.1674-4152.002741

CHENG Cheng^{1, 2, 3}
, ZHU Ning-jun^{1, 2, 3}
, LI Meng-li^{1, 2, 3}
, WANG Tong^{3, 4
,
,}

1.
Department of Cardiology, the Second Hospital of Anhui Medical University, Hefei, Anhui 230601, China

Funds:

2020jyxm0896

Received Date: 2022-02-17
Available Online: 2022-12-30

Abstract

Abstract

Objective Physical diagnosis is an important subject linking basic and clinical practice. To improve teaching effect and quality, the present study adopted a combination of raining class and case-based learning (CBL) methods based on BOPPPS model in the physical examination of the cardiovascular system. Methods Two classes (62 students) from 2018 Clinical Medicine of Anhui Medical University were randomly divided into control group (32 students) and experimental group (30 students) by drawing lots from February to June 2021 in the Second Clinical College of Anhui Medical University. The control group adopted the traditional teaching mode, whereas the experimental group adopted the combination of raining class and CBL based on BOPPPS model. After the part of the course, two groups of students took written examinations. A questionnaire was used in determining whether the teaching method stimulated study interest, cultivated clinical thinking ability and increased learning time and teaching satisfaction. Results The results showed that the examination score of the experimental group was significantly better than those of the control group [(82.30?.31) points vs. (76.63?.91) points, P=0.005]. Moreover, learning interest (93.3% vs. 62.5%, ?²=8.420, P=0.004), clinical thinking ability (76.7% vs. 40.6%, ?²=8.260, P=0.004), learning time (86.7% vs. 50.0%, ?²=9.526, P=0.002) and teaching satisfaction (93.3% vs. 65.6%, ?² =7.174, P=0.007) in the experimental group were marked superior to those in the control group. Conclusion The combination of raining class and CBL methods based on BOPPPS model in the physical examination of cardiovascular system not only improved teaching effect but also stimulated learning interest, enthusiasm, communication and interaction and increased satisfaction. It is worthy to be further popularised in the teaching of physical diagnosis.
- BOPPPS model,
- Raining class,
- Case-based learning

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References

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