Practical exploration of BOPPPS model combined with situational teaching method in clinical training of intensive medicine

Abstract Background: To explore the application value of BOPPPS model combined with situational teaching method in the clinical teaching of intensive care unit (ICU), and to provide experience for the reform of ICU clinical teaching and standardized training of intensive medicine specialists. Methods: A total of 293 residents in ICU of the Affiliated Hospital of Guangdong Medical University, Fujian Medical University Union Hospital and the Xiamen Medical College from January 2018 to September 2022 were selected as subjects, and randomly divided into control group (142) and experimental group (151). The control group adopted bedside teaching and demonstration teaching method, and the experimental group adopted BOPPPS model combined with situational teaching method. Clinical teaching performance was evaluated by ICU admission examination, and study process questionnaire (SPQ) and the critical thinking disposition inventory-Chinese version (CTDI-CV) was used to evaluate the learning motivation and critical thinking ability of the two groups. At the same time, the ICU rotation training Effect Evaluation and Satisfaction Questionnaire was used to evaluate the teaching satisfaction. In this study, SPSS 21.0 software was used to conduct t test and Chi-square test. Results: The scores of the test group in ICU theoretical knowledge, clinical thinking and skills, and the treatment of clinical critical cases were higher than those of the control group [(87.31±2.15), (92.86±2.35), (83.45±3.28)] vs . [(81.94±2.73), (84.37±2.61), (78.83±3.47)], the difference between the two groups was statistically significant ( P <0.05). The scores of surface motivation, deep motivation, achievement motivation and SPQ total scores of the experimental group were all higher than those in control group ( P <0.05), and the scores of seek truth, open mind, analytical ability, systematic ability, self-confidence of critical thinking and intellectual curiosity of the experimental group were also higher than those in the control group, and the CTDI total score was statistically significant ( P <0.05). In addition, the results of the questionnaire showed that the experimental group was better than the control group in terms of learning interest in ICU, improvement of humanistic care and doctor-patient communication ability, improvement of teamwork ability, improvement of job identity, ICU rotation harvest and satisfaction with teacher style ( P <0.05). Conclusion: The combination of BOPPPS model and situational teaching method is novel and helpful to improve the clinical comprehensive ability of ICU residents and improve the training quality of young doctors, which is worth learning and promoting.