线上BOPPPS教学模式联合PBL在呼吸内科教学中的应用
Application of Online BOPPPS Teaching Mode Combined with PBL in Respiratory Medicine Teaching

目的：研究BOPPPS教学模式联合PBL在呼吸内科临床教学中的应用价值。方法：2022年9月~2022年12月，纳入重庆医科大学附属第二医院2021级临床医学(5 + 3年制)共64名学生作为研究对象，采用随机法分为试验组和对照组，每个组各32名。试验组采取BOPPPS教学模式联合PBL教学法进行临床教学，对照组采取传统教学法，两组均以线上教学方式进行，最后通过学生理论成绩考核及问卷调查对2种教学模式进行比较评估。结果：试验组理论考核成绩为(92.69 ± 0.25)分，对照组为(91.56 ± 0.29)分，差异具有统计学意义(P < 0.05)。问卷调查显示试验组学生课堂满意度显著优于对照组，为84.38% VS 43.75%，具有统计学差异(P < 0.05)。结论：在线上教学，运用BOPPPS教学模式联合CBL教学法有助于医学生将理论知识与临床案例相结合，不断夯实基础，提高学习效率，培养临床思维能力。
Objective: To study the application value of BOPPPS teaching mode combined with PBL in the clinical teaching of respiratory medicine. Methods: From September 2022 to December 2022, a total of 64 students in 2021 clinical medicine (5 + 3 years) of the Second Affiliated Hospital of Chongqing Medical University were included as research subjects, which were divided into trial group and control group, 32 each by random method. The experimental group adopted BOPPPS teaching mode combined with PBL teaching method for clinical teaching, while the control group adopted the traditional teaching method. Both groups adopted online teaching mode. Finally, the two teaching modes were compared and evaluated through students’ theoretical performance assessment and questionnaire survey. Results: The theoretical assessment score of the test group was (92.69 ± 0.25), and the control group was (91.56 ± 0.29), and the difference was statistically significant (P <0.05). The questionnaire showed that the classroom satisfaction of the experimental group was significantly better than that of the control group, 84.38% VS 43.75%, with statistical difference (P < 0.05). Conclusion: Online teaching, the use of BOPPPS teaching mode and CBL teaching method can help medical students to combine theoretical knowledge with clinical cases, constantly consolidate the foundation, improve learning efficiency, and cultivate clinical thinking ability.