BOPPPS教学模式在生物医学图像处理教学中的应用

Application of BOPPPS teaching mode in instruction of Biomedical Image Processing

目的:探索BOPPPS教学模式在生物医学图像处理教学中的应用优势。方法:选择皖南医学院2019级医学信息工程专业本科生(n=63)作为研究组,采用BOPPPS教学模式,选择2018级医学信息工程专业本科生(n=64)作为对照组,采用传统教学模式,比较两组平时作业、实验成绩、期末成绩和总评成绩,进行教学效果对比。结果:研究组的平时作业、实验成绩、期末成绩和总评成绩(93.61±2.61、84.73±4.91、79.62±9.20、82.43±6.83)均高于对照组(90.59±4.22、80.45±2.44、75.84±9.57、78.75±7.15)(P<0.05);研究组平时作业优秀率(100.00%)与对照组(93.75%)差异无统计学意义(P>0.05);研究组实验成绩优秀率、期末成绩优秀率、总评成绩优秀率(49.21%、38.10%、49.21%)均高于对照组(1.56%、21.88%、23.44%)(P<0.05)。结论:BOPPPS教学模式在生物医学图像处理课程中教学效果优于传统教学模式。

Objective:To investigate the effect of bridge in-objective/outcome-pre-assessment-participatory learning-post-assessment-summary(BOPPPS)teaching mode in instruction of the curriculum Biomedical Image Processing.Methods:Undergraduates majoring in medical information engineering,enrolled in 2019,were included as study subjects(n=63),and those enrolled in 2018 were recruited as controls(n=64).Students in the study group were taught by BOPPPS,and those in the control group were instructed by traditional teaching mode.The two groups were compared regarding the performance in the homework and achievement in experiment,final term examination and overall evaluation result for the teaching effect.Results:The scores of homework,experiment,final term examination and overall evaluation results were higher in the study group than in the control group(93.61±2.61;84.73±4.91;79.62±9.20;82.43±6.83 vs.90.59±4.22;80.45±2.44;75.84±9.57;78.75±7.15,respectively,P<0.05).There was no significant difference in the excellent rate of homework between the two groups(100.00%vs.93.75%;P>0.05),yet students in the study group had higher excellent rate in experiment,final term examination and overall evaluation result than those in the control group(49.21%;38.10%;49.21%vs.1.56%;21.88%;23.44%,respectively,P<0.05).Conclusion:BOPPPS is superior to the traditional teaching mode in instruction of the curriculum Biomedical Image Processing.