Objectives To assess the effectiveness of BOPPPS method in teaching of evidence-based medicine for undergraduates.Methods Two classes from the first and second clinical medical college of Lanzhou University were randomly selected as BOPPPS group and traditional teaching group, respectively. The examination scores and questionnaire were used in combination to evaluate the teaching effectiveness. EpiData 3.1 software was used for data entry. SPSS 23.0 software was used for statistical analysis.Results A total of 25 students were in BOPPPS group and 26 in traditional teaching group. Baseline characteristics such as gender, age, participation in scientific researches, publication of articles were balanced between two groups. The score of the BOPPPS group was higher than that of the traditional teaching group, and there was a significant difference between two groups in evidence searching, evidence evaluation and total score (P<0.05). Compared with traditional teaching group, more students from BOPPPS group deem that study interest, learning initiative, problem analysis and solving capability, self-study capability, communication between teachers and students, information acquisition capability, information analysis and utilization capability, speech capability and so on are improved, and there was a significant difference between the two groups (P<0.05).Conclusions The BOPPPS teaching mode is beneficial for undergraduates to improve innovative and practical capability, and improve quality and effectiveness of evidence-based medicine teaching.
Citation：
MA Bin, LUO Xiaofeng, SHEN Xiping, LIU Yali, LI Linjing, TIAN Jinhui, WANG Xin, YANG Kehu. Evaluation on effectiveness of BOPPPS method in evidence-based medicine teaching. Chinese Journal of Evidence-Based Medicine, 2019, 19(8): 904-908. doi: 10.7507/1672-2531.201901061
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Copyright © the editorial department of Chinese Journal of Evidence-Based Medicine of West China Medical Publisher. All rights reserved
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