The Combined BOPPPS and CBL Teaching Method Enhances Students' Learning in Pathology Experimental Course.

Abstract

Students majoring in integrated Chinese and Western medicine represent a critical focus of higher education in traditional Chinese medicine. However, their limited grasp of professional knowledge, including pathology, has hindered their professional development. To address the challenge, the BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, and Summary) teaching model, combined with case-based learning (CBL), was implemented in the pathology experimental course. Thirty-eight students majoring in integrated Chinese and Western medicine were assigned either the traditional teaching method or the combined BOPPPS-CBL approach. Academic performance and questionnaire surveys were employed to evaluate teaching effectiveness and student satisfaction. The results revealed that the BOPPPS-CBL method significantly improved the average score in the pathology experimental course, increasing from 3.36 to 3.64 points (p< 0.05), and eliminated the proportion of C-level students, which decreased from 10% to 0%. Notably, the average score and performance in the pathology theory course also improved, particularly in questions assessing clinical thinking ability. Moreover, questionnaire surveys indicated that the majority of students were satisfied with the BOPPPS-CBL teaching model, with over 80% advocating for its continued use. In conclusion, the integration of the BOPPPS and CBL models in the pathology experimental course achieved significant improvements in both classroom effectiveness and academic performance. The experience from this initiative provides a valuable reference for enhancing the education of students majoring in integrated Chinese and Western medicine, contributing to the cultivation of talent in traditional Chinese medicine.