| Objective To investigate the practical effects of the BOPPPS combined with scenario teaching model in geriatric medical education. Methods The 80 resident physicians who underwent standardized training from January 2022 to July 2023 at the First Affiliated Hospital of University of Science and Technology of China (Anhui Provincial Hospital) were included as subjects for the study. These physicians were randomly assigned into two groups: traditional teaching group (40 participants) and combined teaching group (40 participants) using the random number table method. The traditional teaching group received instruction through conventional teaching methods, while the combined teaching group received instruction using the BOPPPS combined scenario teaching model. The teaching effectiveness of the two groups was compared using end-of-year assessments, self-directed learning scales, and questionnaire surveys. Results There were no significant statistical differences in the general characteristics of the two groups. In terms of end-of-year assessments indicators, the combined teaching group showed higher theoretical scores (40.68±4.40), practical scores (43.45±3.24), and total scores (84.13±5.11) compared to the traditional teaching group. The combined teaching group also outperformed the traditional teaching group in self-directed learning ability, as measured by the "self-directed learning scale, " in dimensions such as learning awareness (48.88±3.78), learning methods (49.33±3.16), learning actions (49.73±4.03), learning communication (50.40±4.64), and total score (247.33±9.12), with a statistically significant difference (P< 0.05). In the questionnaire survey, the combined teaching group exhibited higher satisfaction in terms of learning interest and disease recognition compared to the traditional teaching group, with a statistically significant difference (P< 0.05). "Combined Teaching Model Feedback Form" demonstrated that the combined teaching model can stimulate interest in self-directed learning, enhance the ability to solve clinical problems independently, and facilitate the understanding of disease knowledge and course assessments. This teaching model is consistent with the current medical education environment and is worth promoting. Conclusion Compared to the traditional teaching model, the BOPPPS combined scenario teaching model can improve the practical effectiveness of geriatric medical education. |
