Application of the BOPPPS model combined with flipped classroom in clinical practice competency training for gastroenterology residents in standardized residency programs

A study is underway to evaluate the combined impact of the BOPPPS instructional model and flipped classroom pedagogy on gastroenterology residents' clinical practice competency, clinical thinking, and self-directed learning, as well as teaching satisfaction. This research uses a randomized controlled design involving 120 first-year residents at the Third People's Hospital of Yunnan Province, with data collection beginning in January 2025. The study aims to systematically assess this combined active learning approach, which has not been widely evaluated in this specific medical specialty training.

Why it matters

This research provides insights into optimizing medical education methodologies, particularly for specialized residency programs. Understanding the effectiveness of integrated active learning models can inform curriculum design and resource allocation, ultimately enhancing the competence and readiness of future medical professionals.

Key insights

• The BOPPPS instructional model and flipped classroom pedagogy are established active learning strategies in medical education.
• Systematic evaluation of their combined application in gastroenterology residency training has not been extensively conducted.
• A randomized controlled study design is being utilized to assess this combined educational approach.
• The study targets first-year undergraduate-degree residents completing gastroenterology rotations.
• Key outcome measures include clinical practice competency, clinical thinking, self-directed learning, and teaching satisfaction.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1924196