A study of the effectiveness of the BOPPPS model combined with FC-CBL in the standardized training of general medicine residents

Abstract

Background The standardized training of general practitioners is a crucial component of postgraduate medical education and a strategic initiative in China’s healthcare workforce planning. Objective To evaluate the effectiveness of an innovative teaching model-flipped classroom (FC) combined with case-based learning (CBL) under the BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, Summary) framework-in the standardized training of general practice residents. Methods Thirty-eight resident trainees participating in general practice standardized training in the First People’s Hospital of Huzhou City were randomly assigned to the FC combined CBL (BOPPPS/FC-CBL) group under the BOPPPS model or the LBL group with traditional teaching. Theoretical tests, practical skills assessments, clinical thinking evaluations, and teaching satisfaction surveys were used to evaluate the teaching effects of the two groups. Results The BOPPPS/FC-CBL group demonstrated significantly higher scores than the LBL group in theory tests (82.46 ± 8.34 vs. 76.82 ± 7.13, p = 0.03, d = 0.76), practical skills (101.46 ± 3.23 vs. 99.26 ± 1.62, p = 0.01, d = 1.02), and clinical case evaluations (89.73 ± 2.34 vs. 86.34 ± 1.28, p < 0.001, d = 1.80). More importantly, large to very large effect sizes were observed for teaching satisfaction (d = 1.48) and self-directed learning capacity (d = 1.62), indicating a substantively meaningful educational impact beyond statistical significance. All measures of learning engagement and competency enhancement were significantly higher in the intervention group (p < 0.05). Conclusion The BOPPPS/FC-CBL group significantly enhances learning outcomes and satisfaction in general practice residency training, supporting its strategic scaling in China.