Application of BOPPPS Combined With Flipped Classroom in Practice Teaching of Diagnostics
Objective To explore the application effect of BOPPPS combined with flipped classroom teaching mode in clinical practice teaching of diagnostics.Methods A total of 331 clinical undergraduates from January 2020 to January 2022 from Hebei University were selected,164 undergraduates from grade 2020 were selected as the control group,and 167 undergraduates from grade 2021 were selected as the observation group.Traditional teaching mode was adopted in the control group,while BOPPPS combined flipped classroom teaching mode was adopted in the observation group.Then the self-directed learning ability,autonomous learning competence,assessment results,distribution of assessment scores,and students'satisfaction with the teaching methods were compared between two groups.Results The scores of the self-directed learning ability assessment scale in the observation group[(49.26±6.35)points,(49.62±6.35)points,(50.62±5.31)points,(49.58±6.44)points,(48.21±6.54)points]were higher than those in the control group[(47.52±6.25)points,(46.56±6.35)points,(47.62±5.36)points,(46.36±6.32)points,(45.32±6.58)points]and the difference was statistically significant(P<0.05).The autonomous learning ability of the observation group was higher than that of the control group,and the difference was statistically significant(P<0.05).The usual scores,final scores and total scores of the observation group were higher than those of the control group,and the differences were statistically significant(P<0.05).The number of students with a total score of 90 points or above in the observation group was higher than that in the control group,and the excellent score rate in the observation group was higher than that in the control group,the difference was statistically significant(P<0.05).The students in the observation group had higher satisfaction with teaching methods than the control group in enhancing their self-learning ability,improving their learning interest,increasing their teamwork spirit,cultivating their clinical thinking ability,improving their practical operation level,improving their comprehensive quality,and improving their humanistic cultivation and communication ability,the difference was statistically significant(P<0.05).In terms of reducing the learning burden,the observation group had lower satisfaction than the control group,the difference was statistically significant(P<0.05).Conclusion The application of BOPPPS combined with flipped classroom teaching mode in clinical laboratory diagnostics teaching can effectively improve self-directed learning ability,autonomous learning competence and assessment performance of students,and mobilize enthusiasm and initiative of students in learning,and meanwhile improve the quality of teaching.
BOPPPS teaching modeflipped classroomdiagnosticsautonomous learning competenceteaching practicequality of teaching
NETL
NSTL
万方数据
维普
