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Background and objective <p>In medical education, the BOPPPS (Bridge-In, Objective, Preassessment, Participatory Learning, Post assessment, Summary) teaching model has gained traction for fostering student-centered learning, yet its efficacy in orthopedic education, particularly when integrated with 3D printing technology, remains understudied. This study aimed to evaluate the impact of combining the BOPPPS model with 3D printing on learning outcomes, student satisfaction, and clinical skill development in mainland China’s orthopedic curriculum.</p> Methods <p>A single-center, prospective observational study was conducted with 68 fifth-year clinical medical students at Tongji Medical College, randomized into a control group (<i>n</i> = 34, traditional lecture-based teaching) and an intervention group (<i>n</i> = 34, BOPPPS model + 3D printing). The intervention incorporated patient-specific 3D-printed pelvic fracture models into BOPPPS-structured sessions, focusing on participatory learning activities like fracture classification and surgical planning. Primary outcomes included theoretical knowledge (100-point exam), clinical practice ability (100-point skills assessment), self-ability evaluation (15-item questionnaire), student satisfaction (15-item Likert-scale survey), and learning quality indicators (input, process, outcome evaluations).</p> Results <p>The intervention group outperformed the control group in all primary outcomes. Theoretical knowledge scores were significantly higher in the intervention group (83.28 ± 10.74 vs. 68.94 ± 11.08, <i>p</i> &lt; 0.001), as were clinical practice ability scores (82.64 ± 8.67 vs. 69.36 ± 10.93, <i>p</i> = 0.008). Self-ability evaluations showed a 18-percentage-point increase in “excellent” ratings (41.18% vs. 23.53%, <i>p</i> = 0.008), and teaching satisfaction was notably higher (97.06% vs. 76.47%, <i>p</i> = 0.012). Learning quality indicators—input (26.24 ± 3.58 vs. 12.46 ± 2.11), process (25.88 ± 3.37 vs. 12.34 ± 2.53), and outcome (25.34 ± 3.32 vs. 13.10 ± 2.27) all favored the intervention group (<i>p</i> &lt; 0.001 for all).</p> Conclusion <p>Integrating the BOPPPS teaching model with 3D printing technology enhances theoretical knowledge, clinical skills, self-perceived competence, and student satisfaction in orthopedic education. This hybrid approach addresses the spatial and practical challenges of orthopedic training, offering a scalable, effective framework for modern medical curricula.</p>

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Enhancing orthopedic education in China with the BOPPPS teaching model and 3D printing technology: a comparative study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月27日

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  • Khan Akhtar Ali,
  • Jiaxin Zhang,
  • Zean Xia,
  • Yufeng Zuo,
  • Ruying Lai,
  • Hui Huang,
  • LingXiao He,
  • Weihua Hu

摘要

Background and objective

In medical education, the BOPPPS (Bridge-In, Objective, Preassessment, Participatory Learning, Post assessment, Summary) teaching model has gained traction for fostering student-centered learning, yet its efficacy in orthopedic education, particularly when integrated with 3D printing technology, remains understudied. This study aimed to evaluate the impact of combining the BOPPPS model with 3D printing on learning outcomes, student satisfaction, and clinical skill development in mainland China’s orthopedic curriculum.

Methods

A single-center, prospective observational study was conducted with 68 fifth-year clinical medical students at Tongji Medical College, randomized into a control group (n = 34, traditional lecture-based teaching) and an intervention group (n = 34, BOPPPS model + 3D printing). The intervention incorporated patient-specific 3D-printed pelvic fracture models into BOPPPS-structured sessions, focusing on participatory learning activities like fracture classification and surgical planning. Primary outcomes included theoretical knowledge (100-point exam), clinical practice ability (100-point skills assessment), self-ability evaluation (15-item questionnaire), student satisfaction (15-item Likert-scale survey), and learning quality indicators (input, process, outcome evaluations).

Results

The intervention group outperformed the control group in all primary outcomes. Theoretical knowledge scores were significantly higher in the intervention group (83.28 ± 10.74 vs. 68.94 ± 11.08, p < 0.001), as were clinical practice ability scores (82.64 ± 8.67 vs. 69.36 ± 10.93, p = 0.008). Self-ability evaluations showed a 18-percentage-point increase in “excellent” ratings (41.18% vs. 23.53%, p = 0.008), and teaching satisfaction was notably higher (97.06% vs. 76.47%, p = 0.012). Learning quality indicators—input (26.24 ± 3.58 vs. 12.46 ± 2.11), process (25.88 ± 3.37 vs. 12.34 ± 2.53), and outcome (25.34 ± 3.32 vs. 13.10 ± 2.27) all favored the intervention group (p < 0.001 for all).

Conclusion

Integrating the BOPPPS teaching model with 3D printing technology enhances theoretical knowledge, clinical skills, self-perceived competence, and student satisfaction in orthopedic education. This hybrid approach addresses the spatial and practical challenges of orthopedic training, offering a scalable, effective framework for modern medical curricula.