The efficacy of the BOPPPS teaching model in clinical and health education: a systematic review and meta-analysis
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
BACKGROUND: BOPPPS (Bridge-in, Objective, Preassessment, Participatory learning, Post-assessment, Summary) has emerged as a compelling alternative in clinical and health education, particularly in medical and nursing education. This study aimed to assess the efficacy of BOPPPS in clinical and health education, with a primary focus on medical education, while also considering its applications in related disciplines such as nursing and health services management. METHODS: A systematic review and meta-analysis were conducted using databases of PubMed, EMBASE, Cochrane Library, Scopus, and Web of Science, covering studies up to May 15th, 2023. Inclusion criteria were studies involving undergraduate students in clinical and health disciplines (e.g., medicine, nursing, health services management) using BOPPPS, comparing it to traditional teaching methods, and reporting on relevant outcomes. Exclusion criteria were studies not focused on clinical and health education or without a comparison group. Quality assessment was performed using the Newcastle-Ottawa Scale (NOS) for non-randomized studies and the Jadad scale for randomized controlled trials (RCTs). Heterogeneity among the studies was evaluated using the I² statistic and Cochran's Q test. Publication bias was assessed using funnel plots and Egger's test. RESULTS: A total of 146 publications were initially retrieved, with 16 studies (1198 in the BOPPPS group and 1122 in the control group) included. The pooled result revealed that BOPPPS significantly improved final examination scores (Standardized mean difference: 1.14, 95% CI 0.84-1.43; P < 0.001) compared to traditional teaching. Egger's test indicated no significant publication bias (p-value = 0.12). Additional benefits included improved student satisfaction (SMD 0.94, 95% CI 0.63-1.26; P < 0.001), classroom interaction (SMD 0.83, 95% CI 0.46-1.21; P < 0.001), and learning initiative (SMD 0.73, 95% CI 0.48-0.98; P < 0.001). CONCLUSION: BOPPPS demonstrates significant potential for enhancing various dimensions of clinical and health education, including academic performance, student engagement, and satisfaction. Policymakers and educational leaders should consider integrating BOPPPS into teacher training and curriculum design to promote active learning and improve learning outcomes. However, further research is necessary to explore its effectiveness in diverse cultural and educational contexts, as well as its potential impact on developing higher-order cognitive skills like critical thinking and problem-solving skills. While these findings are generalizable to similar educational settings, caution is recommended when applying them to different cultural contexts.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.024 | 0.042 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.003 | 0.001 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it