Developing a BOPPPS (Bridge-in, Objectives, Pre-assessment, Participatory Learning, Post-assessment and Summary) model combined with the OBE (Outcome Based Education) concept to improve the teaching outcomes of higher education

Traditional higher education often relies on one-way knowledge transmission and single-mode assessments, which do not adequately align with social and industry needs. The research addresses how to redesign course objectives, update content, and innovate teaching and assessment models to cultivate graduates with strong practical, innovative, and comprehensive abilities. The study posits that integrating the outcome-oriented OBE concept with the structured, student-centered BOPPPS model could better align learning outcomes with graduation requirements and employment demands. The purpose is to develop and evaluate a combined BOPPPS+OBE teaching model and assess its effectiveness in improving student engagement, knowledge mastery, and competencies in a core medical laboratory course.

OBE (Outcome-Based Education) emphasizes defining expected learning outcomes aligned with professional competencies and using them to guide teaching and assessment, shifting focus from what teachers teach to what students learn. Prior work has shown OBE's efficacy in aligning education with workforce readiness and improving competencies. The BOPPPS model provides a structured, student-centered framework consisting of Bridge-in, Objectives, Pre-assessment, Participatory Learning, Post-assessment, and Summary, and has been effective across disciplines (e.g., physiology, dentistry, health management). However, BOPPPS alone may lack explicit alignment with social demands and clear outcome targets, while OBE does not prescribe specific implementation processes. Few studies combine them; thus, integrating OBE’s outcome alignment with BOPPPS’s operational steps may be complementary and potent.

Design: The authors designed a BOPPPS teaching model integrated with OBE. Course outcomes were categorized into three dimensions—knowledge, ability, and quality—and refined into 10 index points aligned with the program’s training objectives and graduation requirements. Teaching content of each chapter in Clinical Biochemistry Testing was mapped to these index points to form a matrix ensuring course outcomes support graduation requirements. Implementation (BOPPPS steps): - Bridge-in: Teachers introduced relevance via cases/current events to link prior knowledge and pose guiding questions (e.g., jaundice mechanisms) using the "Xuexitong" platform. - Objectives: Learning objectives aligned with index points were communicated in advance via the platform to foster purposeful pre-class study. - Pre-assessment: Time-limited questionnaires/tests (via Xuexitong) on prerequisite knowledge assessed readiness and informed adjustment of teaching depth and pace. - Participatory Learning: Students conducted group-based inquiry (5–7 per group; random grouping in platform), consulted materials, discussed cases (e.g., diabetes, liver disease, thyroid disorders, AMI), and presented findings; peers and teacher offered feedback to consolidate learning and evaluate index point attainment. - Post-assessment: Near end-of-class assessments and after-class assignments evaluated achievement of index points and informed further adjustments. - Summary: Teachers synthesized key points, reinforced knowledge organization, and previewed subsequent content. Assessment strategy: Diverse assessment consistent with OBE was implemented, combining examinations and process evaluations. For staged and final evaluations, a composite diverse assessment score comprised examination (50%), teacher evaluation (30%), and peer evaluation (20%). Experimental design: Seven junior undergraduate classes (36–37 students each) in Medical Laboratory Technology at Hebei North University were included. Three classes were randomly assigned to the BOPPPS+OBE group; four classes formed the traditional teaching group. Baseline equivalence was examined: GPA-based indicators of learning ability and critical thinking showed no significant differences between groups at study start. Traditional teaching comprised lecture (55 min), practice/Q&A (25 min), and summary/preview (10 min). The teaching team received unified training to standardize implementation across classes. Instruments: A questionnaire (18 items across student outcomes, course outcomes, teaching methodology) used a 5-point Likert scale. Reliability (Cronbach’s alpha) and validity (KMO, Bartlett’s Test) were assessed. Interviews with a random sample of students (10 per class) and all instructors were conducted post-final exam (prior to grade release) by an independent supervision group. Data analysis: Scores were summarized as mean ± SD. Independent-samples t-tests (SPSS v21) evaluated group differences; p < 0.05 considered significant. Score distributions across intervals (90–100, 80–90, 70–80, 60–70, <60) were compared for both staged (chapter) and final assessments.

Questionnaire: The BOPPPS+OBE group reported higher agreement across student outcomes, course outcomes, and teaching methodology compared to the traditional group. Specifically, 95.42% of BOPPPS students agreed the course was well taught (62.39% strongly agreed) versus 84.25% in the traditional group (36.3% strongly agreed). Reliability and validity metrics indicated high instrument quality: Cronbach’s α = 0.970; KMO = 0.965; Bartlett’s Test p = 0.000. Staged (chapter) scores: Examination scores were significantly higher in BOPPPS (88.7 ± 5.8) versus traditional (78.9 ± 5.8). Diverse assessment scores were also higher in BOPPPS (90.4 ± 5.3) versus traditional (77.7 ± 5.1). The between-group difference was larger for diverse assessment than for examination. Staged score distributions: Proportion scoring 90–100 was higher in BOPPPS (examination: 49.5% vs 8.9%; diverse: 68.8% vs 2.1%). Proportion under 80 was lower in BOPPPS (examination: 7.3% vs 52.1%; diverse: 9.2% vs 65.8%). No BOPPPS students scored <60; some did in traditional (examination: 0.7%; diverse: 1.4%). Final (semester) scores: Final examination scores were significantly higher in BOPPPS (90.7 ± 5.7) than traditional (80.3 ± 5.4). Final diverse assessment scores were also higher (91.7 ± 5.5 vs 78.0 ± 5.9). Differences were larger for diverse assessment than examination. Final score distributions: 90–100 interval proportions favored BOPPPS (examination: 51.4% vs 6.2%; diverse: 74.3% vs 3.4%). Scores under 80 were lower in BOPPPS (examination: 5.5% vs 41.1%; diverse: 7.3% vs 63.0%). No BOPPPS students scored <60; a small proportion did in traditional (examination: 0.7%; diverse: 0.7%). Interviews: Teachers reported clearer teaching organization, more active classrooms, deeper teacher–student interactions, and improved student problem-solving under BOPPPS+OBE. Students in BOPPPS valued the achievement-oriented clarity, teamwork, and innovative thinking; initial adaptation challenges lessened over time. Traditional group students perceived less interaction and limited gains in critical/innovative abilities.

The integrated BOPPPS+OBE model directly addresses the need to align higher education with social and professional demands by explicitly defining outcome-oriented index points and structuring instructional activities to achieve them. The significant improvements in both examination and especially diverse assessment scores indicate enhanced knowledge mastery, application, and soft skills such as teamwork and communication. Questionnaire data and interviews corroborate increased engagement, clarity of objectives, and richer interaction. The model operationalizes OBE’s outcomes focus through BOPPPS’s concrete steps, forming a closed-loop process with continuous feedback and adjustment before, during, and after class. The findings suggest that combining explicit outcome alignment with participatory, student-centered pedagogy enhances both cognitive and non-cognitive competencies relevant to employability and professional practice. Flexibility in applying the six BOPPPS phases (e.g., merging or reordering steps) was noted as important to accommodate real classroom dynamics while maintaining the outcome orientation.

The study developed and implemented a BOPPPS teaching model integrated with the OBE concept, mapping course content to 10 outcome index points across knowledge, ability, and quality dimensions. Applied to a Clinical Biochemistry Testing course, the model significantly improved student engagement, knowledge mastery, problem-solving, and overall performance relative to traditional teaching, with the largest gains reflected in diverse, process-oriented assessments. The structured yet flexible, outcome-driven approach provides an effective strategy for higher-education teaching reform. Future work may expand application to other courses and disciplines, refine index point matrices, and continue iterative improvement using multi-source evaluations.