Application of the BOPPPS-CBL model in emergency chest pain management teaching for resident physicians: a randomized comparison.

Abstract

Background: Chest pain is very common in emergency department. The management of chest pain is a priority for resident physicians. This study aimed to verify the teaching effects of the combination of bridge-in, objective, preassessment, participatory learning, post-assessment, and summary and case-based learning (BOPPPS-CBL) model in emergency chest pain management teaching for resident physicians.

Methods: This randomized controlled trial study enrolled 118 resident physicians undergoing standardized training during their Cardiology Department rotation. They were randomized in two groups: traditional lecture-based learning (LBL) group and BOPPPS-CBL group. Pre-class test (30 points), post-class test (30 points), Mini clinical evaluation exercise (Mini-CEX), and direct observation of procedural skills (DOPS) were analyzed. The satisfaction of two teaching models and self-adjustment by two groups were further analyzed.

Results: A total of 118 resident physicians were enrolled and the mean age was 26.96 years and 57.6% were males. There was no statistical difference in the pre-class test scores between two groups (17.03 ± 4.16 vs. 17.08 ± 3.87, P = 0.945). BOPPPS-CBL group's post-class test, Mini-CEX and DOPS total scores were significantly higher than those of the LBL group (all P < 0.05). Additionally, the satisfaction and self-adjustment ability of resident physicians in the BOPPPS-CBL group were significantly higher than those in the LBL group (all P < 0.05).

Conclusion: The BOPPPS-CBL model could be an effective teaching method in emergency chest pain management teaching for resident physicians.