Application of the flipped classroom combined with BOPPPS model in standardized residency training for gastrointestinal surgery‌.

Abstract

Background: Studies demonstrate that both the flipped classroom and the bridge-in, objective, pre-assessment, participatory learning, post-assessment, summary model (the BOPPPS model) work well in medical education. However, limited research has systematically integrated these two approaches into standardized residency training program. This study explores the effectiveness of this combined teaching model in the standardized residency training for gastrointestinal surgery.

Methods: 68 trainees in the standardized residency training program at the Department of Gastrointestinal Surgery, Guangdong Provincial People's Hospital, were split into two groups: a control group receiving traditional rotation-based training and an experimental group undergoing the flipped classroom approach combined with the BOPPPS model. The two groups of trainees underwent theoretical and practical assessments at the end of rotation. The instructors also evaluated the trainees' performance through a 10-item questionnaire. Additionally, the trainees in the experimental group received a pre-quiz before entering the department, and completed a questionnaire to evaluate the new teaching model at the end of rotation.

Results: Both the theoretical and practical assessment scores of the experimental group were superior to those of the control group. The experimental group demonstrated superior performance in several key areas, clinical reasoning, emergency response, and surgical compliance. 97.0% of the trainees believed that the new teaching model was scientific. Furthermore, all trainees agreed that the new teaching model was worthy of promotion.

Conclusion: The combined application of the flipped classroom and the BOPPPS model can improve the rotation experience of trainees, enhance their performance, and boost their final grades.