Practice and reflection on the BOPPPS teaching model in clinical teaching of nephrotic syndrome for postgraduate students in nephrology department

doi:10.3877/cma.j.issn.2095-3216.2026.04.009

Abstract

Abstract:

The closed-loop BOPPPS teaching model consists of six links: bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary. It features clear teaching hierarchy and prominent interactivity, meets the developmental demands of medical specialty teaching reform, and has demonstrated application advantages in medical education practice. Nephrotic syndrome represents a key and difficult content in clinical teaching for nephrology postgraduates. Traditional teaching modes still predominate at present, and systematic practical summaries regarding standardized BOPPPS teaching for nephrotic syndrome are scarce. This paper systematically combed the theoretical framework, implementation strategies and application effects of the BOPPPS teaching model in nephrotic syndrome clinical teaching for nephrology postgraduates. Questionnaire analysis of 16 postgraduates indicated that this model can effectively improve the quality of clinical teaching.

Key words: BOPPPS teaching model, Nephrotic syndrome, Clinical teaching, Teaching reform

Qian Wang, Zheyi Dong, Xiaomin Liu. Practice and reflection on the BOPPPS teaching model in clinical teaching of nephrotic syndrome for postgraduate students in nephrology department[J]. Chinese Journal of Kidney Disease Investigation(Electronic Edition), 2026, 15(04): 230-233.

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References 18

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