Blended BOPPPS teaching is associated with higher practical skills scores than LBL¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i3 large
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Across 14 studies with 1565 students, blended BOPPPS teaching was related to higher practice scores than LBL (SMD = 1.246, 95% CI 0.799–1.693). → Li Shuze 2024

Evidence¶

Li Shuze 2024¶

Li Shuze, Wei Wei, Li Xiaofeng, Ma Li, Li Qiujuan, Sun Xiance, Chen Xin. (2024). Impacts of blended learning with BOPPPS model on Chinese medical undergraduate students: a comprehensive systematic review and meta-analysis of 44 studies. BMC Medical Education. https://doi.org/10.1186/s12909-024-05917-x

q3 · i3 · quant-synthesis · r3

Meta-analysis of 14 studies with 1565 students evaluating practical problem-solving ability via practical skills assessments. The pooled estimate was "SMD = 1.246" with high heterogeneity (I2 = 94.2%).

"and practice scores (SMD = 1.246; 95% CI = 0.799–1.693; I2 = 94.2%; P < 0.001;)"

Discussion¶

Related Claims¶

• Blended BOPPPS teaching is associated with higher medical theory knowledge scores than LBL — related
• Blended BOPPPS teaching is associated with favorable subjective outcomes including autonomous learning, teamwork, and problem-solving ability — related
• TBL alone and TBL combined with other methods both outperform LBL, with no significant difference between the two TBL formats — related
• Blended BOPPPS teaching is associated with higher total scores than lecture-based learning in Chinese medical undergraduates — related
• Subgroup analyses show some blended BOPPPS effects are not significant for specific specialties and platforms — a narrower finding that bears on this claim
• Differences among the six novel teaching strategies are minor, and in pairwise meta-analysis only BOPPPS and SBL significantly beat LBL on all three outcomes — related