Abstract
BACKGROUND: To explore the application effect of the hybrid BOPPPS (bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary) teaching model in radiology education for five-year pediatric undergraduates. METHODS: A total of 418 students from Grade 2018 and 2019 majoring in Pediatrics of Chongqing Medical University were selected as the retrospective study objects. 213 undergraduates in Grade 2018 were included in the traditional lecture-based learning (LBL) group, and 205 undergraduates in Grade 2019 were included in the hybrid BOPPPS group. The primary endpoint was the comprehensive grades, which combined formative assessment scores (40%) and final exam scores (60%). The teaching effectiveness was evaluated by the assessment and questionnaires of the two groups of students, adjusting for multiple comparisons in the questionnaires with Bonferroni correction. RESULTS: Compared to the LBL group, the hybrid BOPPPS group demonstrated statistically significant yet modest improvements in formative assessment (median difference: + 1.25 points), final exam (+ 2.0 points) and comprehensive grades (+ 1.6 points) (all p < 0.05). Students preferred the BOPPPS model more than the LBL model in terms of course enthusiasm, language proficiency, diagnostic reasoning and imaging interpretation ability, and teacher-student interaction (all p < 0.00625 after Bonferroni correction). However, the difference in self-learning ability improvement became non-significant post-correction (p = 0.024 > 0.00625). There was no significant difference in study pressure between the two groups (p = 0.202). And the BOPPPS group showed significantly higher levels of overall course satisfaction and effectiveness compared to the LBL group (both p < 0.01). CONCLUSIONS: The hybrid BOPPPS model is likely an effective radiology teaching method for five‑year pediatric undergraduates, which is deserving of recommendation.