Blended BOPPPS teaching is associated with higher total scores than lecture-based learning in Chinese medical undergraduates¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i3large
Currency · newest study 2024 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 Across 13 studies with 2030 students, blended BOPPPS teaching was related to higher total scores than LBL (SMD = 1.193, 95% CI 0.813–1.572). → 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 · r2
Meta-analysis of 13 randomized controlled trials with 2030 students pooling total scores (theoretical knowledge, practical skills, daily performance) using Stata version 14.0. The pooled estimate was "SMD = 1.193" with high heterogeneity (I2 = 93.5%).
"The hybrid BOPPPS teaching mode was related to higher total scores (SMD = 1.193; 95% CI = 0.813–1.572; I2 = 93.5%; 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 higher practical skills scores than LBL — related
- Blended BOPPPS teaching is associated with higher classroom satisfaction than LBL — related
- Blended BOPPPS teaching is associated with favorable subjective outcomes including autonomous learning, teamwork, and problem-solving ability — related
- Flipped classroom significantly improves practical exam scores over lecture-based learning (pooled SMD 0.50) — related
- Flipped classroom significantly improves theoretical exam scores over lecture-based learning in Chinese undergraduate preventive medicine courses (pooled SMD 0.99) — related
- Eight new teaching methods (PBL + CBL, PBL + CP, CBL + WeChat, PBL + WeChat, TBL, PBL, PBL + EBM, CBL) each significantly outperform LBL on residents' theoretical scores — 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
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