An empirical study of the BOPPPS teaching model in standardized training for vascular surgery residents: teaching of diabetic foot Wagner classification and surgical intervention strategies

Background: Diabetic foot ulcers represent a significant clinical challenge requiring comprehensive knowledge of classification systems and surgical intervention strategies. The BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment, Summary) teaching model has gained increasing attention in medical education, yet its effectiveness in vascular surgery residency training remains underexplored. Objective: This study aimed to evaluate the effectiveness of the BOPPPS teaching model in standardized training for vascular surgery residents regarding diabetic foot Wagner classification and surgical intervention strategies. Methods: = 98) receiving traditional teaching methods. Primary outcomes included theoretical examination scores, clinical skill assessment (Mini-CEX and DOPS), self-directed learning readiness (SDLRS), critical thinking disposition (CTDI-CV), and teaching satisfaction. Results: < 0.001). Conclusion: The BOPPPS teaching model significantly enhances the effectiveness of standardized training for vascular surgery residents in diabetic foot management, improving theoretical knowledge, clinical competence, self-directed learning ability, and critical thinking disposition.