Exploration and Practice of BOPPPS+CBL Teaching in Undergraduate Periodontology Teaching

Abstract

Abstract: ObjectiveTo explore the effect of BOPPPS combined with CBL in the undergraduate teaching of periodontology. Methods116 undergraduates from the School of Stomatology of Guangxi Medical University in 2018 and 2019 were divided into experimental group and control group, 58 in each group. The control group was taught by traditional teaching methods, and the experimental group was taught by BOPPPS combined with CBL. The theoretical knowledge, case analysis ability and operation skill of the two groups were compared. SPSS 20.0 was used for T-test and Chi-square test. ResultsCompared with the control group, the scores of theoretical knowledge (76.85±11.38), case analysis (35.11±7.29) and skill operation (93.62±1.47) in experimental group were higher than those in control group (68.55±7.23), (26.31±7.23) and (86.41±9.67)(P<0.05). Compared with control group, the scores of teaching effect in experimental group were higher (P < 0.05). The teaching satisfaction of experimental group was 96.55% higher than that of control group (82.76%), and the difference was statistically significant (P<0.05). ConclusionBOPPPS+CBL has a good effect in the undergraduate teaching of periodontology, which can improve students'acquire of theoretical knowledge, thinking analysis ability and operational skills, and enable them to better apply theoretical knowledge to practical operation to improve their comprehensive quality.

Key words: BOPPPS, CAL, Periodontology, Stomatology, Teaching mode, Case analysis

CLC Number:

G642

JIANG Lanlan, YANG Wanrong, MEI Guocheng, ZENG Qixin, TAO Renchuan. Exploration and Practice of BOPPPS+CBL Teaching in Undergraduate Periodontology Teaching[J]. The Theory and Practice of Innovation and Enntrepreneurship, 2024, 7(8): 123-127.

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