中国医学伦理学2026，Vol.39Issue(6)：811-818,8.DOI:10.12026/j.issn.1001-8565.2026.06.16
BOPPPS模型在医学伦理教育中的系统性实践与实证研究
Systematic practice and empirical research of the Bridge-in,Objective,Pre-assessment,Participatory Learning,Post-assessment,and Summary model in medical ethics education
摘要
Abstract
The Bridge-in,Objective,Pre-assessment,Participatory Learning,Post-assessment,and Summary(BOPPPS)model is an instructional model consisting of six components,such as bridge-in,objectives,and participatory learning.Its instructional philosophy and characteristics contribute to the efficient achievement of instructional objectives and the systematic addressing of instructional challenges.In the context of medical ethics education,this study investigated the definition,analytical framework,implementation pathway,and instructional effectiveness evaluation system of the BOPPPS model.Empirical research findings indicated that designing pre-class,during-class,and post-class instructional activities according to the six components of the BOPPPS model and establishing a three-dimensional evaluation system covering medical ethics knowledge,competence,and affection could effectively accomplish instructional objectives,strengthen educational functions,and exert a long-term impact on the cultivation of professional qualities among medical students.关键词
医学伦理教育/BOPPPS模型/参与式学习Key words
medical ethics education/Bridge-in,Objective,Pre-assessment,Participatory Learning,Post-assessment,and Summary model/participatory learning分类
医药卫生引用本文复制引用
贺燕,张新庆..BOPPPS模型在医学伦理教育中的系统性实践与实证研究[J].中国医学伦理学,2026,39(6):811-818,8.基金项目
2023年度中央高校基本科研业务费专项资金资助课题"医学院校'科技哲学'专题研究与课程思政探索"(3332023182) （3332023182）
