Application of BOPPPS+PBL teaching in pharmacy practice
Objective:To explore the effect of mixed teaching mode of interactive Canadian education(Bridge-in,Objective,Pre-assessment,Participatory learning,Post-assessment,Summary,BOPPPS)and Problem-Based Learning(PBL)in pharmacy practice.Method:A total of 30 interns in the Second Affiliated Hospital of Xiamen Medical College from February 2022 to February 2024 were selected as the research objects,and divided into control group and experimental group by random number method.The control group received routine teaching,while the experimental group received BOPPPS+PBL mixed teaching.The theoretical assessment scores and practical operation skills scores of the students in the two groups after the practice were compared,and the satisfaction of the two groups on the teaching process and the application effects of the two teaching modes were compared.Results:The theoretical test score of interns in the control group was(80.12±0.31),which was significantly lower than that in the experimental group(92.54±0.27)(P＜0.05).The practical operation skill score of the interns in the control group was(75.96±0.42),which was lower than that in the experimental group(85.24±0.18)(P＜0.05).Conclusion:The implementation of BOPPPS+PBL mixed teaching in the hospital practice of pharmacy students can greatly improve students'learning interest,greatly promote students'learning autonomy and effectiveness,and significantly improve students'learning initiative.
BOPPPSPBLHybrid typeTeaching modePharmacy practiceApplication value
万方数据
维普
