| 杨丽娟,周炜玮,陶红.BOPPPS-B-PBL教学法在内分泌科临床见习教学中的应用[J].安徽医药,2026,30(1):205-208. |
| BOPPPS-B-PBL教学法在内分泌科临床见习教学中的应用 |
| Application of BOPPPS-B-PBL teaching mode in clinical clerkship of endocrinology and metabolism |
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| DOI：10.3969/j.issn.1009-6469.2026.01.041 |
| 中文关键词: 教育，医学 BOPPPS教学 基于问题的床旁教学法 内分泌学 临床见习 教学模式 |
| 英文关键词: Education,medical BOPPPS teaching method B-PBL teaching method Endocrinology and metabolism Clinical clerkship Education mode |
| 基金项目:首都医科大学教育教学改革研究项目( 2023JYY249) |
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| 中文摘要: |
| 目的探讨课程导入 -学习目标 -课前测验 -参与式学习 -课后测验 -总结( bridge-objective-pre-assessment-participation-post-assessment-summary，beside problem-based learning，BOPPPS-B-PBL)教学法在内分泌科临床见习教学中的应用效果。方法选择 2023年 11月至 2024年 6月在首都医科大学附属北京安贞医院临床见习的临床医疗专业、精神专业和预防专业本科学生共 152名，按照实习组别使用随机数字表法分为对照组( B-PBL模式教学)和研究组( BOPPPS-B-PBL模式教学)进行临床见习，每组 76人，并通过双向问卷评分评估教学效果。结果学生问卷评分中，研究组在“课堂导入效果”“学“学习目标明确”生参与度、归纳总结［”“获得临床实践技能”方面评分均显(8.99±1.01)分比( 8.50±1.47)分］ “巩固知识和技能”“促进今后提升”著高于对照组( P<0.05)。教师评分中，“积极参与互动”“选择治疗方案”“总结归纳能力”方“病史采集和查体”“医患沟通”面，研究组的评分显著高于对照组(P<0.05在)。结论 BOPPPS-B-PBL教学法应用于内分泌科的临床见习教学中，能够更有效地提高学生学习参与度，更有助于理解记忆抽象的理论知识并获得临床实践技能，值得推广。 |
| 英文摘要: |
| Objective To explore the application effect of BOPPPS-B-PBL (Bridge-Objective-Pre-Assessment-Participation-Post-As-sessment-Summary, Beside Problem-based Learning) teaching method in clinical clerkship of endocrinology and metabolism. Meth. ods A total of 152 undergraduate students majoring in Clinical Medicine, Psychiatry or Preventive Medicine who underwent clinicalclerkship in Beijing Anzhen Hospital from November 2023 to June 2024 were included and divided randomly into control group (n=76) and study group (n=76) by clinical rotation group, using B-PBL and BOPPPS-B-PBL teaching methods, respectively. The teaching eval-uation was carried out through questionnaire by teachers and students after the course was completed.Results According to the ques-tionnaire results from students, the scores of "course bridge", "learning objective", "degree of participatory learning", "summary" [(8.99±1.01) points vs. (8.50±1.47) points], "consolidation of knowledge and skills", "acquisition of clinical skills" and "promotion of fu-ture professional development" of study group were much higher than those of control group (P<0.05). According to the questionnaireresults from teachers, the study group was superior to control group in "participatory learning", "history taking and physical examina-tion", "treatment plan choice", "doctor-patient communication" and "ability to summarize" (P<0.05).Conclusions BOPPPS-B-PBL teaching method is of great value for effectively enhancing learning engagement.of students, aiding in understanding and memory of the-ories, and acquiring clinical skills in clinical clerkship of endocrinology and metabolism, which is worth of promotion. |
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