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Background <p>Traditional pediatric dentistry education often emphasizes passive knowledge transmission over active learning, which insufficiently addresses students’ proactive learning experiences and the cultivation of lifelong learning competencies. To address this, the study proposes an innovative model that integrates BOPPPS and flipped classroom, designed to enhance motivation and learning efficacy.</p> Methods <p>A total of 150 undergraduate at fourth-year of dental students (M/F: 51/99, 21.66 ± 0.68 years old) from the 2023 and 2024 cohorts at the Xiangya Stomatology College of Central South University were assigned to the experimental group, while the 2021 and 2022 cohorts at fourth-year with a total of 145 students (M/F: 51/94,21.86 ± 1.04 years old) were served as the control. A questionnaire administered to the control group informed a comprehensive analysis of the learning situation, which was subsequently integrated into a BOPPPS-flipped classroom teaching design for the experimental group. The effectiveness of this reform was evaluated by comparing academic performance and administering a student self-reported satisfaction survey.</p> Results <p>The experimental group attained significantly higher scores in both regular examinations and final examinations compared with the control group (<i>p</i> &lt; 0.05). Furthermore, the innovative teaching model was associated with high level of student satisfaction.</p> Conclusion <p>The integration of blended online and offline instruction within the BOPPPS-flipped classroom framework was linked to improvements in teaching outcome and student motivation in Pediatric Dentistry education.</p>

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Integration of BOPPPS and flipped classroom teaching models for enhanced learning outcomes in pediatric dentistry education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月6日

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  • Xili Qiu,
  • Tongjun Li,
  • Simin Li,
  • Yuqing He,
  • Fenghua Li,
  • Jing Liu,
  • Yang Yu

摘要

Background

Traditional pediatric dentistry education often emphasizes passive knowledge transmission over active learning, which insufficiently addresses students’ proactive learning experiences and the cultivation of lifelong learning competencies. To address this, the study proposes an innovative model that integrates BOPPPS and flipped classroom, designed to enhance motivation and learning efficacy.

Methods

A total of 150 undergraduate at fourth-year of dental students (M/F: 51/99, 21.66 ± 0.68 years old) from the 2023 and 2024 cohorts at the Xiangya Stomatology College of Central South University were assigned to the experimental group, while the 2021 and 2022 cohorts at fourth-year with a total of 145 students (M/F: 51/94,21.86 ± 1.04 years old) were served as the control. A questionnaire administered to the control group informed a comprehensive analysis of the learning situation, which was subsequently integrated into a BOPPPS-flipped classroom teaching design for the experimental group. The effectiveness of this reform was evaluated by comparing academic performance and administering a student self-reported satisfaction survey.

Results

The experimental group attained significantly higher scores in both regular examinations and final examinations compared with the control group (p < 0.05). Furthermore, the innovative teaching model was associated with high level of student satisfaction.

Conclusion

The integration of blended online and offline instruction within the BOPPPS-flipped classroom framework was linked to improvements in teaching outcome and student motivation in Pediatric Dentistry education.