Impacts of blended learning with BOPPPS model on Chinese medical undergraduate students: a comprehensive systematic review and meta-analysis of 44 studies

Abstract

Background: With the development of Internet information technology, especially the impact of the sudden outbreak of the novel coronavirus disease 2019 epidemic, along with the call for “classes suspended but learning continues,” a large number of medical educators have learned and experienced online teaching. They have understood the shortcomings of traditional teaching methods. Not only the blended BOPPPS teaching mode combines the advantages of the BOPPPS teaching mode but also the online teaching platform breaks through the limitation of time and space. However, a general consensus on the effectiveness of the blended BOPPPS teaching strategy in China is lacking, and few studies use quantitative synthesis to evaluate the effectiveness of this teaching strategy. Hence, this study aimed to assess the overall effectiveness of online and offline blended BOPPPS teaching strategies in higher medical education in China compared with the lecture-based learning (LBL) teaching model. Methods: Studies that blended learning with the BOPPPS model in China from January 2000 to October 2023 were searched in the Chinese and English-language online databases. We analyzed the objective and subjective scores of students and performed subgroup analysis for specialties and online teaching platforms. The data were analyzed using the Stata version 14.0 software. The quality assessment was performed using the Jadad scoring scale. Results: Forty-four studies were included in this meta-analysis. Compared with the LBL mode, the blended the BOPPPS teaching mode was more effective in terms of the overall capacity [standardized mean difference (SMD) = 1.193, 95% confidence interval (CI): 0.813–1.572], mastery of medical theory knowledge (SMD = 1.090, 95% CI: 0.730–1.450), and practical skills (SMD = 1.246, 95% CI: 0.799–1.693). The analyzed questionnaire surveys indicated the positive effects of the blended BOPPPS teaching mode on classroom satisfaction, autonomous learning ability, learning interest, teamwork ability, interpersonal skills, ability to analyze and solve problems, group interaction, learning engagement, and learning strategies. Conclusions: The study underscored that the blended BOPPPS teaching mode could effectively improve the comprehensive quality of students. The subjective scores also indicated that students generally preferred this novel teaching mode. © The Author(s) 2024.

Keywords

Author Keywords

medical education Medical students meta-analysis BOPPPS Blended teaching Teaching model Traditional learning

Index Keywords

Teaching China human medical education procedures Humans coronavirus disease 2019 Severe acute respiratory syndrome coronavirus 2 COVID-19 SARS-CoV-2 medical student Students, Medical meta analysis educational model Models, Educational Education, Medical, Undergraduate East Asian East Asian People distance learning Computer-Assisted Instruction Education, Distance

Author Affiliations

Department of Epidemiology, Dalian Medical University, Dalian, Liaoning, China

Department of Neurosurgery, Dalian Central Hospital, Dalian, Liaoning, China

Experimental Teaching Center of Public Health, Dalian Medical University, Dalian, Liaoning, China

Department of Occupational and Environmental Health, Dalian Medical University, Dalian, Liaoning, China

Funding & Acknowledgements

Dalian Medical University, DMU

Grant: QNJY2209

Funding text 1: We thank all colleagues who participated in this study. We thank International Science Editing (http://www.internationalscienceediting.com) for editing this manuscript.; Funding text 2: This study was funded by the teaching project of the Youth Talent Cultivation Fund of Dalian Medical University. (QNJY2209).

Dalian Medical University, DMU

Funding text 1: We thank all colleagues who participated in this study. We thank International Science Editing (http://www.internationalscienceediting.com) for editing this manuscript.; Funding text 2: This study was funded by the teaching project of the Youth Talent Cultivation Fund of Dalian Medical University. (QNJY2209).

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Impacts of blended learning with BOPPPS model on Chinese medical undergraduate students: a comprehensive systematic review and meta-analysis of 44 studies

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