The Efficacy of Integrating Problem-Based Learning with the BOPPPS Six-Step Methodology in Endocrinology Clinical Instruction

OBJECTIVES: The objectives of the study were to evaluate the efficacy of the Problem-Based Learning (PBL) with the Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment, and Summary (BOPPPS) PBL-BOPPPS model compared to conventional instruction in endocrinology clinical education, focusing on academic outcomes and learner satisfaction. METHODS: This is a quasi-experimental study and was conducted at the Affiliated Guangdong Second Provincial General Hospital (January 2022-September 2025). A total of 285 students were enrolled (BS Cohort: PBL-BOPPPS, n=105; TT Cohort: Conventional, n=180) please give in full and then the abbreviations in parenthesis when they appear for the first time. RESULTS: The BS cohort achieved significantly higher median scores across all evaluation components, including written exam (52 vs. 47.5, p<0.001) and total score (68 vs. 58, p<0.001). Student satisfaction was also higher in the BS cohort (median 14 vs. 13, p<0.001). Granular analysis revealed consistently higher satisfaction across all 10 items, with the largest differences in creativity, clinical thinking, interest, and communication skills. Correlation analyses demonstrated significant positive associations between academic performance and satisfaction (rs=0.433, p<0.001), attendance and exam performance (rs=0.7449, p<0.001), case-based video learning and exam performance (rs=0.5125, p<0.001), and clinical thinking with creativity (rs=0.8604, p<0.001). CONCLUSIONS: The PBL-BOPPPS model significantly improved academic performance and student satisfaction compared to conventional instruction in endocrinology clinical education. Its structured, interactive design enhanced both cognitive and affective learning outcomes, supporting its adoption in competency-based medical education.