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Design and implementation of the BOPPPS-PBL model in the teaching of TCM surgery

Yunyang Wu1, Yuanyuan Meng2, Tingru Chen2, Qinwufeng Gu2, Ling Tang2, Yanlong Yang1


1School of Traditional Chinese Medicine, Naval Medical University, Shanghai 200433, China. 2Department of Traditional Chinese Medicine, The First Affiliated Hospital of Naval Medical University, Shanghai 200433, China.


Address correspondence to: Yanlong Yang, School of Traditional Chinese Medicine, Naval Medical University, 800 Xiangyin Road, Shanghai 200433, China. E-mail: yangyanlong@smmu.edu.cn. Ling Tang, Department of Traditional Chinese medicine, The First Affiliated Hospital of Naval Medical University, 168 Changhai Road, Shanghai 200433, China. E-mail: tanglingyu@126.com.


DOI: https://doi.org/10.61189/728207gnvvpc


Received June 5, 2025; Accepted July 28, 2025; Published September 30, 2025


Highlights

 The integration of the BOPPPS comprehensive teaching approach with problem-based learning in Traditional Chinese Medicine surgery education is proposed.

 Using eczema as a case study, the focus is on implementing a student-centered, problem-oriented teaching model.

 Enhancing the faculty team and implementing a robust feedback mechanism can improve students' learning outcomes.

Abstract

Surgery of Traditional Chinese Medicine (TCM) is a core course within the TCM curriculum and an indispensable clinical discipline for all medical students transitioning to professional practice. With the deepening of curriculum reforms, the integrated teaching model has proven effective in helping students master basic theories and clinical skills. Among various teaching models, the Bridge-in, Learning Objectives, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary (BOPPPS) model combined with Problem-Based Learning has gained widespread recognition and application. However, its application in TCM surgery education remains limited. This paper integrates the BOPPPS and problem-based learning (PBL) teaching models into the TCM surgery classroom, using eczema as a case study. This teaching design encompasses six elements: bridge-in, learning objectives, pre-assessment, participatory learning based on Problem-Based Learning, post-assessment, and summary. Potential challenges during the teaching process are also examined to enhance students’ clinical critical thinking abilities, improve the quality of classroom teaching, and further cultivate high-quality TCM professionals through the application of the BOPPPS-PBL model.

Keywords: Surgery of traditional Chinese medicine, BOPPPS teaching model, PBL teaching model, teaching design, medical education

Cite

Wu YY, Meng YY, Chen TR, Gu QWF, Tang L, Yang YL. Design and implementation of the BOPPPS-PBL model in the teaching of TCM surgery. Prog Med Educ 2025 Sep;1(2): 63-68. doi: 10.61189/728207gnvvpc.

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