The effects of single and multiple BOPPPS-integrated model sessions on public health students' competences: a two-stage study combining quasi-experimental and cross-sectional analyses
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| Publicado en: | BMC Medical Education vol. 25 (2025), p. 1-13 |
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| Autor Principal: | |
| Outros autores: | , , , , , , , , , , , |
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Springer Nature B.V.
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| Acceso en liña: | Citation/Abstract Full Text Full Text - PDF |
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| 022 | |a 1472-6920 | ||
| 024 | 7 | |a 10.1186/s12909-025-07508-w |2 doi | |
| 035 | |a 3227642635 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 58506 |2 nlm | ||
| 100 | 1 | |a Liu, Qiqi | |
| 245 | 1 | |a The effects of single and multiple BOPPPS-integrated model sessions on public health students' competences: a two-stage study combining quasi-experimental and cross-sectional analyses | |
| 260 | |b Springer Nature B.V. |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a BackgroundEffective instructional approaches for fostering students' competences in public health education remain to be explored. This study aimed to integrate the bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary (BOPPPS) framework with problem-based learning (PBL), team-based learning (TBL), and case-based learning (CBL) to develop a novel instructional model, termed the BOPPPS-integrated model (BIM), and to assess the influences of single and multiple BIM interventions on the competences of undergraduate public health students.MethodsA two-stage study was conducted by a quasi-experimental pilot study and a cross-sectional survey. First, the quasi-experiment compared a traditional lecture-based learning (LBL) group (n = 50) with a BIM group (n = 48) to evaluate the effect of a single BIM intervention. Second, a cross-sectional study was conducted to analyze the impacts of multiple BIM sessions across three groups: control (n = 96), basic intervention (1–2 times BIM, n = 66), and intensive intervention (≥ 3 times BIM, n = 62). All participants completed a self-administered questionnaire designed to evaluate seven competence dimensions: information literacy, summarization, expressive communication, critical thinking, self-directed learning, teamwork, and objective evaluation, which are essential for public health students to address complex public health challenges.ResultsStudents who received single and multiple BIM instructional sessions scored significantly higher in information literacy, expressive communication, and teamwork than those who received LBL method (P < 0.05). Multiple BIM interventions further improved scores in summarization, self-directed learning, and objective evaluation (P < 0.05). The scores of six dimensions like information literacy, summarization, expressive communication, self-directed learning, teamwork, and objective evaluation showed an upward trend as the number of interventions increased (P for trend < 0.05).ConclusionsA single BIM intervention effectively improved students’ competences in information literacy, teamwork, and expressive communication. Additionally, multiple BIM interventions not only consolidated these competences but also fostered summarization, self-directed learning, and objective evaluation, thereby highlighting the importance of BIM in developing students’ competences in public health education. | |
| 653 | |a Problem solving | ||
| 653 | |a Students | ||
| 653 | |a Collaboration | ||
| 653 | |a Curricula | ||
| 653 | |a Instructional design | ||
| 653 | |a Teamwork | ||
| 653 | |a Water quality | ||
| 653 | |a Eutrophication | ||
| 653 | |a Health education | ||
| 653 | |a Hygiene | ||
| 653 | |a Knowledge | ||
| 653 | |a Skill development | ||
| 653 | |a Problem based learning | ||
| 653 | |a Independent study | ||
| 653 | |a Information literacy | ||
| 653 | |a Water pollution | ||
| 653 | |a Chronic illnesses | ||
| 653 | |a Drinking water | ||
| 653 | |a Case studies | ||
| 653 | |a Skills | ||
| 653 | |a Educational objectives | ||
| 653 | |a Public health education | ||
| 653 | |a Learning Activities | ||
| 653 | |a Prior Learning | ||
| 653 | |a Individualized Instruction | ||
| 653 | |a Course Objectives | ||
| 653 | |a Peer Evaluation | ||
| 653 | |a Chronic Illness | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Database Management Systems | ||
| 653 | |a Course Content | ||
| 653 | |a Cognitive Structures | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Public Health | ||
| 653 | |a Competence | ||
| 653 | |a Information Retrieval | ||
| 653 | |a Learning Processes | ||
| 653 | |a Database Design | ||
| 653 | |a Communication Skills | ||
| 653 | |a Data Analysis | ||
| 653 | |a Outcomes of Education | ||
| 700 | 1 | |a Ma, Jixuan | |
| 700 | 1 | |a Wu, Chuansha | |
| 700 | 1 | |a Du, Yang | |
| 700 | 1 | |a Chen, Ting | |
| 700 | 1 | |a Sun, Xiaojie | |
| 700 | 1 | |a Zhao, Qin | |
| 700 | 1 | |a Liu, Yunhao | |
| 700 | 1 | |a Shi, Yuqin | |
| 700 | 1 | |a Gu, Yingying | |
| 700 | 1 | |a Zhou, Min | |
| 700 | 1 | |a Zhang, Ling | |
| 700 | 1 | |a Zhou, Ting | |
| 773 | 0 | |t BMC Medical Education |g vol. 25 (2025), p. 1-13 | |
| 786 | 0 | |d ProQuest |t Healthcare Administration Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3227642635/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3227642635/fulltext/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3227642635/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |