Application and Exploration of the BOPPPS Teaching Model Combined with Virtual Simulation Technology in the Practical Teaching of Endodontics

Objective: This paper aims to explore virtual simulation technology's application and teaching effects in conjunction with the BOPPPS teaching model in undergraduate practical endodontics. Method: The research subjects were 60 third-year students majoring in oral medicine at Hunan Medical University in 2024, divided into two groups: an experimental group (virtual simulation combined with BOPPPS teaching, n = 30) and a control group (traditional teaching group, n = 30). After teaching, unified scoring was performed using the Rain Classroom and digital assessment system, and six months later, a teaching satisfaction assessment and group evaluation were distributed via WenJuanXing. Results: The theoretical exam scores for the experimental and control groups on Rain Classroom were 82.50 ± 8.80 points and 86.10 ± 6.55 points, respectively, with no statistically significant difference (P = 0.076). The practical assessment scores from the digital assessment system were significantly higher in the experimental group compared to the control group, with statistically significant difference (P < 0.01). The teaching satisfaction survey showed that the experimental group scored significantly higher than the control group regarding overall teaching satisfaction, achievement of competence goals, and subject interest (P < 0.01). Meanwhile, the experimental group demonstrated significantly higher cooperation levels than the control group (P < 0.01). Conclusion: In dentistry and endodontics, using the BOPPPS teaching model in conjunction with virtual simulation technology can assist students in better grasping practical content based on their theoretical knowledge.