Application of DOPS Assessment Combined with BOPPPS Teaching Method in Cardiopulmonary Resuscitation Teaching for Emergency Department “Resident Trainees” Physicians

Abstract

Abstract: Objective Exploring the application effect of DOPS (Direct Observation and Assessment of Operational Skills) evaluation combined with BOPPPS teaching method in the teaching of cardiopulmonary resuscitation for emergency department “resident training”physicians. Method Select 60“residency training”physicians who will rotate in the emergency department from March to August 2025, and randomly divide them into a control group (traditional teaching) and an observation group (DOPS assessment combined with BOPPPS teaching) according to the rotation batch, with 30 people in each group. Compare the theoretical scores, operational skills, and teaching satisfaction scores of the two groups, and compare the quantitative DOPS scores of cardiopulmonary resuscitation skills during admission and exit of the observation group. Result The theoretical score, operational skill score, and satisfaction score of the observation group were higher than those of the control group (P<0.05), and the DOPS score of the observation group was higher at the time of admission than at the time of admission (P<0.05). Conclusion The application of DOPS assessment combined with BOPPPS teaching method in the teaching of cardiopulmonary resuscitation for “resident trainees”in the emergency department can significantly improve their comprehensive abilities and enhance the quality of emergency clinical teaching.

Key words: DOPS, BOPPPS, Emergency treatment, Clinical teaching, Standardized training for resident physicians, CPR

CLC Number:

G642
R-4

WANG Yanxiu, BAN Zhihong, YAN Meihua, MA Yan, JIANG Nanxing, YE Ling, CAO Wen. Application of DOPS Assessment Combined with BOPPPS Teaching Method in Cardiopulmonary Resuscitation Teaching for Emergency Department “Resident Trainees” Physicians[J]. The Theory and Practice of Innovation and Enntrepreneurship, 2025, 8(24): 5-7.

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