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Although the teaching methods of the blended learning and BOPPPS (bridge-in, objective, preassessment, participatory learning, postassessment, and summary) model are proven to be successful and highly effective at improving the academic knowledge of the students, respectively, it is unclear whether blended learning combined with the BOPPPS model (BL-BOPPPS) could work well in an introduction course of health services management (HSM) for the health management students in China. The study investigated the perceptions and effects of implementing the BL-BOPPPS model on student learning outcomes in an introduction course of HSM. The intervention group consisted of 55 students introduced to the BL-BOPPPS model, while the control group consisted of 54 students who received a conventional lecture. After the end of course, the eectiveness of teaching was self-assessed with questionnaires by all students, and examination scores for the two groups were compared. The students’ satisfaction levels of BL-BOPPPS teaching strategy were up to 81.8% in the intervention group. Compared with the control group, the intervention group showed significant elevation of perception scores of skills ( P = 0.001), initiative ( P = 0.002), self-control ( P = 0.008), self-efficacy ( P = 0.001), motivation ( P = 0.004), and the academic performance ( P = 0.001). The BL-BOPPPS model could stimulate the enthusiasm and interest of health students; boost students’ skills, initiative, and motivation in learning; and improve the self-directed learning ability, academic performance, and teaching quality. The findings provide a basis of evidence for the promotion of the BL-BOPPPS model in various disciplines in Chinese colleges and universities.

Effect of blended learning with BOPPPS model on Chinese student outcomes and perceptions in an introduction course of health services management