Application of scenario simulation based on boppps model in physical diagnostics——a practical exploration of integrated teaching mode for cardiac physical examination and electrocardiogram

Bedside Physical Examination Is Not Obsolete

Recursion is a typical algorithm design method, which plays an important role in training students to use computational thinking to analyze and solve problems. The BOPPPS model is a popular student-centered teaching mode at home and abroad in recent years, which emphasizes the participation of students and timely teaching feedback. In order to explore an effective teaching mode, this paper designs a recursive algorithm teaching design method combined with boppps model, which can effectively improve the participation of students and improve the quality of teaching.

Hand-carried Ultrasound Performed by Hospitalists: Does It Improve the Cardiac Physical Examination?

Classroom teaching mode is an important factor affecting classroom quality and students’ performance. The use of science and technology combined with advanced teaching concepts to rationalize classroom teaching innovation and change has become a research hotspot in the field of education. In this paper, we use the BOPPPS teaching mode on the basis of big data technology to promote teaching innovation in the existing classroom teaching chemical principles. Using a questionnaire survey to study the teaching status of chemical principles in a city university, it is found that the current chemical principle classroom teaching is generally characterized by the problems of solidified teaching mode design, single teaching evaluation method, random design of teaching objectives, etc. The BOPPPS model is applied to the teaching of chemical principles at a city university. The BOPPPS model is applied to the teaching practice of chemical principles in a university, and the student’s classroom performance before and after the change of teaching mode shows obvious differences. After the experiment, 64.17% of the students expressed hope that the BOPPPS teaching model could be promoted in other disciplines. Cluster analysis of students’ performance before and after the experiment using an optimized K-means clustering algorithm shows that the performance of the seven students extracted from the experiment significant improvement after the experiment. The use of the BOPPPS teaching mode makes the students’ score range increase from 60-70 before the test to 80-90 after the test.

BackgroundWith the development of Internet information technology, especially the impact of the sudden outbreak of the novel coronavirus disease 2019 epidemic, along with the call for “classes suspended but learning continues,” a large number of medical educators have learned and experienced online teaching. They have understood the shortcomings of traditional teaching methods. Not only the blended BOPPPS teaching mode combines the advantages of the BOPPPS teaching mode but also the online teaching platform breaks through the limitation of time and space. However, a general consensus on the effectiveness of the blended BOPPPS teaching strategy in China is lacking, and few studies use quantitative synthesis to evaluate the effectiveness of this teaching strategy. Hence, this study aimed to assess the overall effectiveness of online and offline blended BOPPPS teaching strategies in higher medical education in China compared with the lecture-based learning (LBL) teaching model.MethodsStudies that blended learning with the BOPPPS model in China from January 2000 to October 2023 were searched in the Chinese and English-language online databases. We analyzed the objective and subjective scores of students and performed subgroup analysis for specialties and online teaching platforms. The data were analyzed using the Stata version 14.0 software. The quality assessment was performed using the Jadad scoring scale.ResultsForty-four studies were included in this meta-analysis. Compared with the LBL mode, the blended the BOPPPS teaching mode was more effective in terms of the overall capacity [standardized mean difference (SMD) = 1.193, 95% confidence interval (CI): 0.813–1.572], mastery of medical theory knowledge (SMD = 1.090, 95% CI: 0.730–1.450), and practical skills (SMD = 1.246, 95% CI: 0.799–1.693). The analyzed questionnaire surveys indicated the positive effects of the blended BOPPPS teaching mode on classroom satisfaction, autonomous learning ability, learning interest, teamwork ability, interpersonal skills, ability to analyze and solve problems, group interaction, learning engagement, and learning strategies.ConclusionsThe study underscored that the blended BOPPPS teaching mode could effectively improve the comprehensive quality of students. The subjective scores also indicated that students generally preferred this novel teaching mode.

Present Role of the Precordial Examination in Patient Care

This article mainly elaborates on the application progress andeffectiveness of BOPPPS teaching mode in the teaching of internal medicine nursing. The BOPPPS model divides the teaching process into six stages: introduction, objectives, pre-test, participatory learning, posttest, and summary, aiming to enhance teaching effectiveness and student engagement in learning. The article introduces the introduction, optimization, and innovation of the BOPPPS model in internal medicine nursing, as well as its application and evaluation feedback in practical training courses. Through case analysis and practical experience, it has been proven that the BOPPPS model can effectively stimulate students' interest in learning, improve their practical operation ability and comprehensive quality, and has been highly praised by students and teachers, demonstrating broad application prospects.

Cardiac Papillary Fibroelastoma: A Treatable Cause of Transient Ischemic Attack and Ischemic Stroke Detected by Transesophageal Echocardiography

The implementation of flipped classroom can help students achieve the goal of deep learning, and the BOPPPS model which is rising in recent years provides a basic framework for the implementation of flipped classroom. Through the analysis of the concept of flipped classroom and the feasibility of constructing the flipped classroom teaching mode of computer application foundation, this paper summarizes the methods of constructing the flipped classroom teaching of Computer Application Fundamentals, hoping to provide reference for the flipped classroom teaching in higher vocational colleges. Teaching practice shows that the OBE-BOPPPS teaching mode is helpful to solve the problems in the teaching process, improve the teaching quality of university teachers, improve the learning effect of students, and promote the teaching reform of basic computer courses.

1. Vincent J. Gonzalez, MD, MS* 2. William B. Kyle, MD* 3. Hugh D. Allen, MD* 1. *Section of Pediatric Cardiology, Department of Pediatrics, Texas Children’s Hospital and Baylor College of Medicine, Houston, TX * Abbreviations: PDA: : patent ductus arteriosus VSD: : ventricular septal defect Murmurs are an exceedingly common physical examination finding in pediatric patients. It is imperative that all pediatricians know how to perform a complete cardiac examination and understand the components of benign versus pathologic murmurs. After completing this article, readers should be able to: 1. Review and perform a complete cardiac examination in the pediatric patient. 2. Understand the various heart sounds and how they correlate with the underlying physiology of the cardiac cycle. 3. Accurately describe a murmur and be able to discern between innocent and pathologic murmur findings. The evaluation of murmurs in the pediatric patient has remained a subject of both interest and anxiety for decades. Murmurs are one of the most common physical examination findings in children, and most youth will have a murmur at some point in their life. Given that most murmurs are innocent, it is prudent to differentiate these benign murmurs from those representing underlying cardiac disease. However, with advancements in medical technology and the widespread availability of echocardiography, there is concern about a concomitant decline in cardiac examination skills. This not only has come at great financial expense to the health-care system but also may result in unnecessary increased parental or patient anxiety. In addition to the physical examination, a targeted cardiac history is essential in determining whether to reassure or raise concern when evaluating the pediatric patient with a murmur. Special attention should be given to the family history; maternal pregnancy information, including the presence of gestational diabetes or drug/toxin exposures in utero, history of prematurity, growth, and feeding patterns; comorbid conditions; and developmental milestones. For older children it is also important to characterize any history of palpitations, presyncope or syncope, chest discomfort, and activity intolerance. Taking this into account, this review is designed to provide an overview of the cardiac physical examination in the …

High-stakes assessments of doctors' physical examination skills often employ standardised patients (SPs) who lack physical abnormalities. Simulation technology provides additional opportunities to assess these skills by mimicking physical abnormalities. The current study examined the relationship between internists' cardiac physical examination competence as assessed with simulation technology compared with that assessed with real patients (RPs). The cardiac physical examination skills and bedside diagnostic accuracy of 28 internists were assessed during an objective structured clinical examination (OSCE). The OSCE included 3 modalities of cardiac patients: RPs with cardiac abnormalities; SPs combined with computer-based, audio-video simulations of auscultatory abnormalities, and a cardiac patient simulator (CPS) manikin. Four cardiac diagnoses and their associated cardiac findings were matched across modalities. At each station, 2 examiners independently rated a participant's physical examination technique and global clinical competence. Two investigators separately scored diagnostic accuracy. Inter-rater reliability between examiners for global ratings (GRs) ranged from 0.75-0.78 for the different modalities. Although there was no significant difference between participants' mean GRs for each modality, the correlations between participants' performances on each modality were low to modest: RP versus SP, r = 0.19; RP versus CPS, r = 0.22; SP versus CPS, r = 0.57 (P < 0.01). Methodological limitations included variability between modalities in the components contributing to examiners' GRs, a paucity of objective outcome measures and restricted case sampling. No modality provided a clear 'gold standard' for the assessment of cardiac physical examination competence. These limitations need to be addressed before determining the optimal patient modality for high-stakes assessment purposes.

The BOPPPS model has been widely used in information-based teaching reform, which emphasizes student-centered principles and student participation and interaction, including six steps: bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary. This paper applies the BOPPPS model in the Integrated English course at the three stages of teaching practice—before class, during class, and after class—to achieve blended teaching. It shows that this teaching mode provides students with a more abundant learning experience, helps to stimulate students’ learning interests, and improves their comprehensive language application skills.

In order to improve the present situation of higher mathematics teaching and improve the effect of classroom teaching, a new model of higher mathematics teaching based on BOPPPS model and PAD class is put forward, and explored from four aspects: elaborately designing teaching links, enriching and improving teaching resources, continuously innovating methods and means, and constructing teaching cases. The practice shows that the new teaching mode has realized deep interaction and effective evaluation, and optimized the classroom teaching efficiency.

In order to improve the learning effect of non-conmissioned officers. Based on the BOPPPS model, a Blended teaching design and practical exploration have been carried out on the course of the non-commissioned officers “Computer Basics and Applications”. Practice has shown that the teaching mode is effective and highly operable.

Blended teaching aims to integrate the advantages of online learning and face-to-face teaching to realize the efficient delivery of teaching content and activities. This paper combines the BOPPPS teaching model with online and offline blended teaching, designs a BOPPPS blended teaching strategy based on intelligent question and answer technology, and conducts a teaching experiment using the strategy in a higher vocational mathematics teaching practice to investigate the academic performance of two classes and students’ perception of the teaching model. After one semester of teaching reform, the average total score of the experimental class was 75.235, which was 11.245 points higher compared to the control class score of 63.99. And the distribution of the score range is concentrated towards the high score range. Although 75% of the students thought that the blended teaching of able quiz technology and BOPPPS increased their learning burden, 85% of the students indicated that they liked and wanted to continue the blended teaching of intelligent quiz technology and BOPPPS. In the four aspects that the new teaching mode can enhance learning interest, willingness to actively participate in the communication and discussion in class, actively complete the learning tasks, and improve the ability to apply mathematics, the percentage of students’ agreement is 80% or more than 80%. By carrying out the teaching research, it is hoped that the BOPPPS model can be condensed into a more effective teaching method that can be put into practice, and it is also expected that this study can provide a reference for higher vocational education and teaching reform.