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Background <p>Medical education is increasingly adopting student-centered learning approaches to foster critical thinking and self-directed learning, particularly in complex fields like nephrology. The BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, and Summary) model, with its focus on student participation and feedback, has emerged as an innovative educational framework. The integration of this model with educational technology platforms, such as Rain Classroom, presents an opportunity to enhance active learning in nephrology education for undergraduate medical students.</p> Methods <p>This study conducted a comparative analysis over an academic year, evaluating the BOPPPS model integrated with Rain Classroom against traditional lecture-based teaching in nephrology education. The study population consisted of fifth-year undergraduate medical students, randomly assigned to an experimental group (<i>n</i> = 36) or a control group (<i>n</i> = 36). The experimental group experienced the BOPPPS-Rain Classroom approach, while the control group received traditional lectures. Data collection included final examination scores, student satisfaction surveys, and classroom engagement.</p> Results <p>The BOPPPS-Rain Classroom approach resulted in significantly higher final examination scores compared to traditional teaching, with more students in the experimental group scoring above 80. Class participation was notably higher in the experimental group, indicating a more interactive learning environment. Student evaluations revealed increased satisfaction, self-learning enthusiasm, comprehension, and interest in nephrology studies among the experimental group. Supplementary questionnaires confirmed the positive impact of the BOPPPS-Rain Classroom model on learning experience, problem-solving abilities, cooperation, communication skills, and commitment to learning.</p> Conclusion <p>The BOPPPS model integrated with Rain Classroom was associated with improved examination performance, higher classroom engagement, and more positive student evaluations compared to traditional lecture-based nephrology teaching.</p>

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Comparison of the BOPPPS model combined with rain classroom teaching and traditional method on nephrology education for fifth-year undergraduates

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月31日

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  • Yujia Wang,
  • Zhimin Chen,
  • Kaiqi Huang,
  • Xiaohong Zhang,
  • Caiming Chen,
  • Yanfang Xu

摘要

Background

Medical education is increasingly adopting student-centered learning approaches to foster critical thinking and self-directed learning, particularly in complex fields like nephrology. The BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, and Summary) model, with its focus on student participation and feedback, has emerged as an innovative educational framework. The integration of this model with educational technology platforms, such as Rain Classroom, presents an opportunity to enhance active learning in nephrology education for undergraduate medical students.

Methods

This study conducted a comparative analysis over an academic year, evaluating the BOPPPS model integrated with Rain Classroom against traditional lecture-based teaching in nephrology education. The study population consisted of fifth-year undergraduate medical students, randomly assigned to an experimental group (n = 36) or a control group (n = 36). The experimental group experienced the BOPPPS-Rain Classroom approach, while the control group received traditional lectures. Data collection included final examination scores, student satisfaction surveys, and classroom engagement.

Results

The BOPPPS-Rain Classroom approach resulted in significantly higher final examination scores compared to traditional teaching, with more students in the experimental group scoring above 80. Class participation was notably higher in the experimental group, indicating a more interactive learning environment. Student evaluations revealed increased satisfaction, self-learning enthusiasm, comprehension, and interest in nephrology studies among the experimental group. Supplementary questionnaires confirmed the positive impact of the BOPPPS-Rain Classroom model on learning experience, problem-solving abilities, cooperation, communication skills, and commitment to learning.

Conclusion

The BOPPPS model integrated with Rain Classroom was associated with improved examination performance, higher classroom engagement, and more positive student evaluations compared to traditional lecture-based nephrology teaching.