Construction of BOPPPS-CBL Three-Stage and Six-Dimensional Teaching Model and Analysis of Learning Effect in Surgical Probation Teaching

Objective: To explore the application effect of BOPPPS combined with case-based learning (CBL) teaching method of three steps and six dimensions in surgical probation. Methods: From January to December 2023, 120 clinical medical students were randomly divided into the BOPPPS + CBL group (n = 60) and the traditional group (n = 60). The theoretical scores, skill scores, clinical diagnosis and treatment thinking, and teaching satisfaction were compared. Results: The BOPPPS + CBL group had significantly higher theoretical scores (86.27 ± 4.44 vs 82.80 ± 4.84), skill scores (87.30 ± 4.85 vs 83.53 ± 7.11) and clinical thinking scores (89.37 ± 4.23 vs 83.09 ± 6.25) than the traditional group (P .001). In the comparison of teaching satisfaction, the BOPPPS + CBL group’s teaching attitude (4.23 ± 0.83 vs 3.97 ± 0.49), content (4.13 ± 0.39 vs 3.90 ± 0.54), method (4.38 ± 0.49 vs 3.97 ± 0.41), effect (4.35 ± 0.48 vs 3.87 ± 0.39) and overall evaluation (4.22 ± 0.42 vs 4.0 ± 0.18) are superior to those of the traditional group (P Conclusions: The “goal setting, case integration and dynamic assessment” teaching model based on the three-order and six-dimensional BOPPPS-CBL model can promote students’ clinical competence and teaching quality.