Abstract
BACKGROUND: Diabetic foot ulcers represent a significant clinical challenge requiring comprehensive knowledge of classification systems and surgical intervention strategies. The BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment, Summary) teaching model has gained increasing attention in medical education, yet its effectiveness in vascular surgery residency training remains underexplored. OBJECTIVE: This study aimed to evaluate the effectiveness of the BOPPPS teaching model in standardized training for vascular surgery residents regarding diabetic foot Wagner classification and surgical intervention strategies. METHODS: This retrospective cohort study included 196 vascular surgery residents who underwent standardized training at the Department of Vascular Surgery, Xuanwu Hospital, Capital Medical University from January 2023 to December 2024. Based on their training rotation schedule, residents were allocated to either an experimental group (n = 98) receiving BOPPPS-based instruction or a control group (n = 98) receiving traditional teaching methods. Primary outcomes included theoretical examination scores, clinical skill assessment (Mini-CEX and DOPS), self-directed learning readiness (SDLRS), critical thinking disposition (CTDI-CV), and teaching satisfaction. RESULTS: The experimental group demonstrated significantly higher theoretical examination scores (82.47 ± 8.63 vs. 74.85 ± 9.21, p < 0.001) and Mini-CEX scores (7.84 ± 1.12 vs. 6.93 ± 1.28, p < 0.001) compared to the control group. DOPS scores for wound debridement (8.12 ± 0.95 vs. 7.23 ± 1.18, p < 0.001), vascular assessment (7.96 ± 1.08 vs. 7.14 ± 1.25, p < 0.001), and amputation level determination (7.78 ± 1.15 vs. 6.89 ± 1.32, p < 0.001) were significantly improved in the BOPPPS group. Self-directed learning readiness scores increased significantly in the experimental group (168.52 ± 18.74 vs. 153.28 ± 21.36, p < 0.001), and critical thinking disposition scores were notably higher (292.84 ± 28.65 vs. 271.35 ± 31.42, p < 0.001). Teaching satisfaction rates reached 94.9% in the experimental group versus 78.6% in the control group (p < 0.001). CONCLUSION: The BOPPPS teaching model significantly enhances the effectiveness of standardized training for vascular surgery residents in diabetic foot management, improving theoretical knowledge, clinical competence, self-directed learning ability, and critical thinking disposition.